Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This case study utilized grounded theory data collection and analysis methods within the qualitative paradigm to research how college students define college preparedness. The study centered on a large population of students (468 total individuals, representing attendance at 165 different four-year postsecondary institutions), each of whom graduated from the same private high school in Minneapolis, Minnesota between the years 2011 and 2014. A focus group, surveys and intensive interviews were employed to collect data. The substantive theory that emerged from the data showed that academic skills account for only a fraction of the properties necessary for college preparedness. The majority of what students defined as qualities necessary for postsecondary work transcend the academic realm and are of a psychological nature. Specifically, analysis of the data revealed the following categories of college preparedness: Academic Skills, Self-Management, Self-Discovery and State of Mind.
Ridenour, Matthew Jon, "How Do College Students Define College Preparedness" (2015). School of Education Student Capstones and Dissertations. 231.