• Define research topic: Integrated delivery of student services.
  • Begin documenting "case for change." Gather information and develop 'academic' or new language to communicate ideas and reasons for change
  • Review past focus group findings
  • Interview student services staff
  • Review current processes and procedures
  • Continue meeting with contacts from other schools (Critical Outside Contacts - COC)
  • Begin discussion of project with Student Services Council
  • Keep VP apprised of intent of research project
  • Continue reading for materials relevant to case for change
  • Continue regular phone meetings and contacts with COC to determine practices at other institutions and gather philosophical and theoretical information regarding student services
  • Continue regular meeting with Student Services Council
  • Complete literature review and post findings of what is already know at this point
  • Clarify research
  • Form and post research questions (work with learning circles to help define these)
  • Work closely with cadre madre to form proper questions that will guide action research
  • Define cycles based on research questions
  • Review timeline
  • Work on assessement methodology based on questions and cycles defined previously
  • Meet with Student Services Council to finalize list of services that can be integrated and performed by generalists. Action of first cycle is to be started during this month
  • Write up case for change based on interviews with student services professionals, COC, readings and students
  • Meet with VP to discuss case for change
  • Review 1998 focus group findings
  • Begin the selection process of staff to be involved in the training that is integral to the research
  • Gather training materials from home offices
  • Develop training plans (including scheduling)
  • Critical time will be in March when registration will take place. Training must be completed by that time in order for us to test knowledge in action
  • Evaluate processes to determine which processes are intuitive and which ones require the fuller understanding of how the whole process works
  • Interview staff and students regarding their understanding of how specific student services are performed and/or delivered
  • Acquire system access for new generalists
  • Continue to make adjustment to list of services. At this point, university record keeping requirements must be integrated along with accountability check points
  • Continue training generalists
  • Meet with student focus groups to determine any new specific needs that can be met by generalist
  • Registration period: This involves multiple tasks that traditionally would involved a complex web of activities. Determine from generalists' ability to integrate services whether or not student needs were effectively met in one place, at what points do students have to be "transferred" to other stops?
  • Track "next stop" transactions. In other words, what are the services that cannot be provided by the generalists and why? What are the reasons for the students to be "transferred"?
  • Continue reflection and make determination for next step
  • Continue to evaluate services through audit of transactions: are student records complete (on system and in permanent files), student reactions recorded through focus groups and personal interviews, staff evaluations of training processes and means of delivery of services
  • Determine missing elements from training and delivery (based on previous outcomes).
  • Continue integrated services
  • Continue assessment
  • Focus on publication
  • Presentation
Back to Action Research Project Home Page

Literature Review | Action Research Questions | Cycle 1 | Cycle 2 | Cycle 3 | Final Reflections

Journal | Brochure | Article for Publication | Presentation to Tulane | References

E-mail Hung V. Le

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