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Perceptions of collective impact: a place-based systems approach

Boydston, Melissa Lynn (2021) Perceptions of collective impact: a place-based systems approach. Doctoral thesis, Northern Arizona University.

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This study investigated students’ perceptions of a program referred to as CJP and its effect on their post-secondary enrollment and CJP partners’ perceptions of the utilization of the five conditions of collective impact. A case study methodology was used to investigate, describe, and analyze the perceptions of 10 students in one southwestern school district and five partners from the CJP collective impact initiative. The primary sources of data collected and analyzed were generated by in-depth semi-structured interviews with the students and a focus group of the partners. Additional data analyzed were memos, field notes, and artifacts which included the impact reports for a Free Application for Federal Student Aid (FAFSA) event and an enrollment event. Major findings that emerged from this study related to students’ perceptions of CJP’s effect on their post-secondary enrollment. The majority of students defined the CJP FAFSA event as the most beneficial to their enrollment in post-secondary education. Students found that having dedicated time during school hours, on their high school campus, was beneficial in completing the application. Most of the students in this study reported the most meaningful event element was the role of teachers and their influence on applying for financial aid through the FAFSA event. Most often, students mentioned one specific teacher who seemed to go out of their way to ensure students understood the importance of completing a FAFSA. Major findings that emerged from this study related to CJP partners’ perceptions of the utilization of the five conditions of collective impact. Through analysis of the data, it was clear partners of the CJP collective impact initiative did not understand the five conditions of collective impact. Partners could not define the conditions by name, and only loosely could explain what conditions were needed to create a collective impact initiative. Partners revealed having the right people at the table was relevant to a successful collective impact initiative. Many mentioned having partners, those considered “champions” involved as influential to the success of an initiative. At the same time, partners reported that the initiative had no consistency, either through partner turn-over, lack of commitment, and/or lack of follow-through.

Item Type: Thesis (Doctoral)
Publisher’s Statement: © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords: CJP; Collective impact initiative; Financial aid; Higher education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
NAU Depositing Author Academic Status: Student
Department/Unit: Graduate College > Theses and Dissertations
College of Education > Educational Leadership
Date Deposited: 22 Feb 2022 15:56
Last Modified: 22 Feb 2022 15:56
URI: https://openknowledge.nau.edu/id/eprint/5730

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