Doctor of Philosophy (PhD)
Over the past 50 years, state legislatures have placed mandates on higher education institutions to lower attrition, thereby increasing student retention and completion. This study investigated and sought to understand the relationship between the Louisiana Granting Resources and Autonomy for Diplomas Act, or the LA GRAD Act (2010), and developmental education. More specifically, it focused on the perceptions of the mandate held by developmental education faculty who are employed at a public, urban Louisiana community college. This study utilized the four-framework approach by Bolman and Deal (2013) to decipher how developmental classrooms, academic departments, and a higher education institution as a whole fit within the parameters of the four frameworks of leadership. Four themes emerged from the data as a result: 1. A strong disconnect between administration and faculty; 2. Lack of and diminishing of needed resources; 3. Patience is mandatory in the developmental classroom; and 4. Faculty perceive themselves as working under the human resource frame; whereas they perceive administration to work under the political frame. Additionally, faculty knew the basics of the LA GRAD Act, but did not fully understand the details or standards marked for the institution. Instead they were more focused on their jobs as teachers. More research is necessary to discuss the retention and completion piece, as definitions of retention and completion were different for faculty than those set by the LA GRAD Act. Recommendations for Louisiana state legislature, administration, faculty, staff, and future research are provided.
Document Availability at the Time of Submission
Student has submitted appropriate documentation to restrict access to LSU for 365 days after which the document will be released for worldwide access.
Van Brunt, Patricia Kuhlman, "LA Grad Act’s Effects on Developmental Faculty: A Case Study" (2015). LSU Doctoral Dissertations. 1779.