| This qualitative instrumental case study examined how student services practitioners tasked with implementing the Student Success and Support Program in California Community Colleges learned about issues related to student success. Through inductive analysis of documents, interviews, and intake forms, it emerged that practitioners learned about student success through (1) on-the-job experiences, (2) professional development and training activities, (3) and dialogue and problem solving with colleagues. These modes of learning were impacted by external pressures, personal commitment, and inclusion. The study concluded that practitioners preferred relevant, task-focused training, and that the student success legislation provided practitioners with both the impetus and content for learning. Further, employee engagement and inclusion were essential for learning about student success. Based on the study findings, suggestions for theory, future research, and practice were provided. Suggestions for practice included the expansion of learning opportunities, particularly for classified support staff who felt excluded from professional development activities. The researcher recommended future research on community college student services practitioners and provided recommendations for ways that professional associations could contribute to research and practice in community college student services. The study helped to address a gap in the literature by shedding light on learning among community college student services practitioners, a population that has often been neglected in student affairs research. |
