Date of Award

11-4-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Will Wells, Ed.D.

Second Advisor

Grant Smith, Ph.D.

Third Advisor

Helen-Grace Ryan, Ph.D.

Abstract

The American higher education system is in a time of profound change (Levine & Van Pelt, 2021). Pressures such as shifting student demographics (Grawe, 2021), evolving technologies (Crawford, 2021; McCarthy, 2007), and increasing financial strains on institutional operating models (Marcy, 2020) are just a few of the stresses reshaping the landscape. Postsecondary leaders also face heightened scrutiny from prospective students and their families regarding the value of a college degree (National Association of Colleges and Employers, 2022). While improving job prospects remains the primary reason most student enroll in higher education (Gallup & Strada, 2017), the long-term economic return on a four-year undergraduate degree is increasingly being questioned (Barrett & Helens-Hart, 2022; Gallup & Lumina Foundation, 2023).

This phenomenological-oriented, constructivist grounded theory study explores how these pressures and broader societal trends are influencing the career development and readiness of undergraduate students at small, four-year, highly residential colleges and universities. Specifically, it examines the organizational alignment of career services divisions within institutional reporting structures and the role of career development professionals in preparing students for the workforce. The findings culminated in the development of the Collaborative Alignment Theory in Career Development (CATiCD), providing insights into how institutional leaders can strategically align resources and engage stakeholders to enhance student career outcomes.

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