Wachhaus, AaronNaylor, LorendaSheehan, Ivan SaschaXiong, Tou Fue2025-02-182025-02-182024UB_2024_Xiong_Thttp://hdl.handle.net/11603/37723D.P.A. -- The University of Baltimore, 2024Dissertation submitted to the College of Public Affairs of The University of Baltimore in partial fulfillment of the requirements for the degree of Doctor of Public AdministrationThe higher education landscape in the United States has seen major changes in recent years. Predominately, an increase enrollment of traditionally underrepresented minority (URM1) students as evident from data within the National Center for Education Statistics (NCES2). Moreover, 4-year degree granting public universities have seen a healthy trajectory of URM enrollment compared to private for-profit and non-profit universities (NCES3). However, the degree completion and graduation rate of URM students has been stagnant over the years with minimal growth even though the enrollment has increased steadily throughout the years4. Although public universities have seen an increase in enrollment for URM students, the fact that URM students are not graduating at rates comparable to their non-URM counterparts is concerning. From a research perspective, it is critical to analyze how institutions of higher education (mainly public universities) are responding to this issue and whether they are taking actions to close any gaps. Literatures in public administration suggest the use of strategic planning as a tool to help large organizations such as public universities identify areas of improvement (weaknesses) while gathering collective support to find solutions to these problems (Bryson & Hamilton Edwards 2017; Conway et. al 1994; Dooris et. al 2004; Ellis, 2010). The objective is for public universities to think critically about issues hindering the academic performance of URM students and in turn, attain comprehensive responses to address this issue. Given the increasing enrollment of URM students and minimal growth of graduation rates among them, the premise of this research is to analyze the strategic plans of public universities and assess the strategic stances of universities that witness an increase in graduation rate compared to and those that did not. Using the theoretical frameworks of Miles et al. (1978) and Chaffee (1985), this research will seek to explore ways public universities can be responsive to closing the graduation gap of URM students. To accomplish this, the research design for this study is guided by a sequential explanatory mixed-method approach, which allows the researcher to conduct quantitative and qualitative analysis in which the latter is use to supplement the former. The design fits the need of this research because it gives the researcher the opportunity to not only gather quantitative data by performing content analysis of strategic plans, but also adds a layer of knowledge through interviewing key decision-makers (ideally the University President, Vice-Presidents, or other key administrators) on how they identify themselves from a strategic perspective. 1 Underrepresented Minority (URM) students as defined by various institutions of higher education consist of Black/African American, Hispanic/Latino, or American Indian. 2 National Center for Education Statistics: https://nces.ed.gov/ipeds/TrendGenerator/app/trend- table/2/2?trending=column&valueCode=grand_total&f=4%3D1%3B2%3D1%3B9%3D1%3B1%3D1&rid =65&cid=57 3National Center for Education Statistics: Student Enrollment - How many students enroll in postsecondary institutions annually? (ed.gov) 4 National Center for Education Statistics: https://nces.ed.gov/ipeds/TrendGenerator/app/trend- table/7/19?trending=column&valueCode=2&f=1%3D1%3B2%3D1%3B4%3D1%3B5%3D1&rid=49&cid =57167 leavesapplication/pdfen-USThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by The University of Baltimore for non-commercial research and educational purposes.Public AdministrationPublic Administration EducationHigher EducationStrategic Planning in EducationUnderrepresented Minority StudentsStrategic Planning in Higher EducationText