Graduation Term

Spring 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Mohamed Nur-Awaleh

Committee Member

Adel Al-Bataineh

Committee Member

John Rugutt

Abstract

Regional comprehensive universities (RCUs) serve a large share of U.S. undergraduates, yet the role of non‑academic staff in shaping first‑year retention remains understudied. This dissertation examines how staff diversity and staffing structures relate to student persistence using seven years of IPEDS panel data and Linear Mixed‑Effects Models. Analyses were conducted separately for residential and commuter RCUs to reflect their distinct engagement environments. Findings show that staff diversity is significantly associated with retention, though the direction and magnitude vary by campus type and staff role. Staffing structure also matters as higher proportions of full‑time staff are positively associated with retention at residential campuses but negatively associated at commuter campuses. These relationships remain significant after controlling for county‑level racial composition, indicating that staff diversity exerts an independent influence on student outcomes. The study highlights the importance of non‑academic staff in student success and identifies future research agendas focused on institutional context, staffing patterns, and equity.

Access Type

Dissertation-Open Access

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