I need help in developing two or more solutions or interventions that align with my Ishikawa root cause thematic analysis factors. I need to trace back to the Ishikawa root cause analysis diagram. I need to address one or more themed root causes and identify organizational approaches. I need help explaining the purpose of this section and how I did my thematic analysis citing the methods. Then I need to relate the organizational problem to my problem statement. Finally, I need to introduce Table 1: Proposed Interventions to Address Thematic Causes with a short description of its purpose to move from causal themes to aligned potential interventions.

Overview of the AIP Model

The university's six advanced doctoral program courses are built around its applied improvement project (AIP) model (see Figure 1). This AIP cycle of inquiry is composed of three phases and ten steps. The three phases define the content of the three sections of the final AIP monograph submitted to earn the Doctor of Education credential. Figure 1

Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the 10 steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the 10 steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. This first signature assignment focuses on step 1, which is to diagnose the problem. The goal of this step is to identify the root cause of issues or inefficiencies and develop targeted solutions. This diagnosis will give insights into what's going wrong and help lay the groundwork for practical improvements. This phase is a crucial step that involves several connected activities. First is the orientation, which consists of identifying the problem we are exploring (Pedaste et al., 2015). Second is the investigation, where data is collected through observation, experimentation, and research (Pedaste et al., 2015). The investigation also analyzes and makes sense of all the data collected. Third, based on the evidence gathered, a conclusion must be drawn (Pedaste et al., 2015). Finally, there is a discussion where there is reflection on the process and considering all that has been learned and how it connects to the initial questions (Pedaste et al., 2015). Using this systematic approach helps ensure complete topic exploration and promotes learning. Preliminary Site Information The organization is a two-year community college that offers a variety of programs and courses to students. Established as a public institution, the organization is committed to serving a diverse student body, offering a comprehensive range of educational programs tailored to meet the needs of its learners. The organization's purpose is to provide liberal arts and occupational education courses. Students can pursue associate degrees, certificates, and workforce training. With a student-to-faculty ratio of 14 to 1, the organization provides personalized attention and support for its student body (National Park College, Office of Institutional Research and Reporting, n.d.). The organization employs 131 instructional staff, including full-time and part-time faculty members (National Park College, Office of Institutional Research and Reporting, n.d.). The organization offers an affordable experience close to the homes of its students. Over 92% of the students receive financial aid and scholarships (National Park College, Office of Institutional Research and Reporting, n.d.). The organization also facilitates transfer opportunities to several partner institutions. According to the latest data, the organization has a total enrollment of 2,340 students, with an acceptance rate of 100% (National Park College, Office of Institutional Research and Reporting, n.d.). The latest data also shows a decreasing trend in the student retention system.

Your role in or relationship with the organization As the Senior Vice President of Operations for a student housing development company, my role extends beyond developing, building, financing, and managing the two student housing communities on campus. Over the past six years, I have worked closely with the administration, staff, and students, addressing food, transportation, childcare, and housing challenges. I indirectly tackle these interconnected issues by providing housing solutions promoting overall well-being and student retention. My primary responsibility is advising the organization on residence hall operations to maintain high occupancy and foster positive living and learning environments. This role also involves providing holistic support to students, aligning with the organization's broader goals. I collaborate with every office on campus to identify resources that attract new students and retain them at the highest level possible. This involves analyzing data and identifying trends in student withdrawal reasons to improve our services further. Although I am not an employee of the organization, my long-standing relationship positions me within the college's inner circle of trust. This relationship allows me to offer advice and assistance in improving student retention and academic attainment. As a housing consultant conducting research at this organization, I am mindful of potential ethical dilemmas. Ensuring equity and access for all students is a primary concern (Haverila et al., 2020). Recommendations are crafted to benefit students regardless of socioeconomic status, race, disability, or other demographics. This involves awareness of how several factors might affect access to housing and retention support and actively working to mitigate disparities. Another critical consideration is the risk of recommendation bias, especially when financial incentives are tied to specific housing solutions (Haverila et al., 2020). Maintaining objectivity and avoiding favoring options that align with personal or financial interests is essential. Collaborating with diverse stakeholders offers valuable perspectives and helps counteract potential biases, ensuring recommendations are in the student body's best interests. Transparency is crucial in addressing conflicts of interest related to financial incentives (Haverila et al., 2020). Full disclosure of potential financial interests upfront maintains trust and integrity in the research process. Recommendations should prioritize solutions that benefit students' well-being and academic success over revenue generation or personal gain. Additionally, it is essential to recognize the limitations of expertise in student housing and remain vigilant against misrepresenting capabilities. Collaboration with experts from complementary fields, such as student services, diversity, and inclusion, can enrich the research process and lead to more holistic retention strategies. By acknowledging the interconnected nature of various retention factors, including academic support services, financial aid, and campus culture, consultants can ensure comprehensive and effective recommendations. Inclusivity and diversity considerations are also paramount, requiring sensitivity to all student populations' unique needs and experiences (Haverila et al., 2020). Recommendations should be tailored to promote inclusivity and address the specific challenges faced by international students, LGBTQIA+ individuals, veterans, and other marginalized groups (Ko et al., 2023). By prioritizing diversity and inclusion, consultants can contribute to a more supportive and welcoming campus environment for all students. Ultimately, mitigating ethical concerns requires a multifaceted approach prioritizing transparency, collaboration, and a commitment to student well-being. By adhering to ethical guidelines, disclosing potential conflicts of interest, and embracing diversity, housing consultants can contribute meaningfully to retention efforts while upholding the highest standards of integrity and accountability. Statement of the Problem The local organizational issue is the student retention rate. The problem of practice is related to the 6% gap between the goal of retaining 65% of students and the actual retention rate of 59% for the first-year students at the organization (National Park College, Office of Institutional Research and Reporting, n.d.). This issue impacts various stakeholders within the college community, including students, faculty, staff, administrators, and the broader community. The problem of low first-year student retention is a complex issue that is not confined to a single department. The issue is rooted in various aspects of the organization and culture, impacting every level and department, including students, faculty and staff, Administrators, and the community. While academic departments play a crucial role in student success through the quality of instruction and curriculum, retention is influenced by a much broader range of factors. This can include the effectiveness of academic advising, the availability of financial aid and support services, the quality of student life programs, and even the college's admissions process. Students who do not persist past their first year may face academic, financial, and personal challenges that hinder their ability to complete their education. High dropout rates can lead to a sense of disillusionment and disconnection among students, affecting their overall college experience and prospects (National Center for Education Statistics, 2020). This can have long-term consequences for their careers and personal development. Second, the faculty and staff who invest time and resources in supporting students and have low retention rates may be demotivating. The high turnover of students can disrupt academic programs and affect the quality of teaching and learning. Third, the administrators are responsible for setting and achieving retention goals, so a gap between the goal and actual rates negatively affects their performance. The retention rates also impact the college's reputation and attractiveness to prospective students. An organization with low retention rates may be seen as less desirable than one with higher retention rates, which can affect enrollment numbers and revenue. Finally, the community is impacted, including employers and residents benefiting from a well-educated workforce. The low retention rates may raise questions about the college's effectiveness in preparing students for the workforce and impact the community's perception of the college's value. Data and Evidence Evidence that the problem exists was established during a needs assessment completed in collaboration with the appropriate organizational stakeholders. The first step was to identify the gaps between the organization's current and desired state through a gap analysis (see Appendix A). This analysis was developed using internal organizational sources and an interview with the Vice President of Student Affairs. Gap analysis, like the one completed on the retention rate at the organization, is an essential part of the performance improvement process. According to Rothwell (2013), it is the gap analysis that helps determine how far away the organization is from meeting the desired performance goal, the direction the organization needs to go in to get to the desired performance goal, and what resources are available to be used when addressing the gap. The gap analysis established the central gap in performance and three other additional gaps that impact the ability to close the main gap in performance. This information will also help establish the difference between the problems created by the gap and the root cause of the gap (Rothwell, 2013). The needs assessment identified a gap between our organization's desired and current first-year student retention rates. National benchmarks, regional data, and historical averages were used to establish a target retention rate of 65%. However, the retention rate is 59%, resulting in a 6% performance gap (National Park College, Office of Institutional Research and Reporting, n.d.). This gap signifies a weakness in our student support system and negatively affects student success, graduation rates, and institutional reputation. The organization's enrollment dropped significantly in the last four years. Figure 2 displays the first-year student enrollment by year . The data shows a declining trend in enrollment from 2019 to 2023 (National Park College, Office of Institutional Research and Reporting, n.d.). There was a total decrease of 112 students over these four years. This represents a percentage decline of approximately 5.33%. Figure 2 Note. This figure shows the enrollment over the last five years. The numbers at the end of each bar are the total enrollment figures. Retrieved from https://np.edu/about/institutional-resources-and-reporting/default.aspx.

Figure 3 highlights the noteworthy decline in retention rates, which rank well below the National and State rankings (College Factual, 2023). Where Freshmen retention rate refers to the percentage of first-time/full-time students who return for their second year. With 59% of students making it past their first year, the organization's freshmen retention rates are well below the national average (College Factual, 2023). Nationwide, the average first to second-year retention rate is 70.57%. The average for colleges in the same state is 66.23% (College Factual, 2023). Figure 3 Retrieved from https://www.collegefactual.com/colleges/national-park-community-college/academic-life/academic-majors/

The gap analysis was not limited to retention. It revealed additional performance gaps in areas crucial for student success: graduation rates (9% gap), utilization of academic advising services (40% gap), tutoring services (40% gap), and financial aid approval rates (40% gap). These gaps highlight potential weaknesses in our overall student support infrastructure. Research supports the identified gaps. Caballero (2020) found graduation rates stagnating below the national average. Figure 4 presents the graduation rate over the last four years (National Park College, Office of Institutional Research and Reporting, n.d.). The four-year graduation rate of 26% is well below the Expected Goal of 35% stated in the organization's Strategic Plan (National Park College, Office of Institutional Research and Reporting, n.d.). Figure 4 Note. This figure shows the graduation rates and total enrollment over the last five years. The percentage of graduates is determined by dividing the number of graduates by the total enrollment. Retrieved from https://np.edu/about/institutional-resources-and-reporting/default.aspx With a four-year graduation rate of 26%, first-time students in the organization who attended classes full-time were less likely than average to graduate on time (College Factual, 2023). After six years, the organization's graduation rate was 25%; by the eight-year mark, 32% of the cohort had completed their degree (College Factual, 2023). Nationwide, the average graduation rate for first-time undergraduates attending classes full-time is 37.92% after four years, 46.43% after six years, and 47.82% after eight years (College Factual, 2023). Figure 5 displays these graduation rates. Figure 5 National Park College Graduation Rates Retrieved from https://www.collegefactual.com/colleges/national-park-community-college/academic-life/academic-majors/

The last instrument utilized was a semi-structured interview with the Vice President of Student Affairs, which offered an in-depth insight into the retention issue. The interview delves into the stakeholders' observations on student challenges, perceived reasons for leaving, and potential solutions, providing valuable perspectives on student needs. The true strength of the gap analysis lies in the synergy between these methods. The survey data pinpointed initial concerns, while the interview illuminates the reasons behind these concerns and offers potential solutions. Finally, the institutional data can validate survey findings and identify specific student groups experiencing the most significant gaps. This multi-pronged approach provides a comprehensive picture of the factors contributing to declining retention, allowing the community college to develop targeted interventions and ultimately improve student success. Potential Root Causes The organization's Ishikawa root cause analysis served as a crucial action toward understanding the causes of recurring student attrition. The Ishikawa fishbone diagram (Appendix B), also called a cause-and-effect diagram, is a visual tool used to identify the root causes of a defect or problem. Information from previous studies sheds light on the importance of this analysis and how it will affect student retention. The potential causes contributing to the problem are systematically categorized using this diagram. This information helps drill down to the root cause rather than just addressing the symptoms of the issue. Delving deeper into the roots of the organization's first-year attrition issues reveals several potential causes. One prominent factor is the inadequacy of academic support services. Patterson Silver Wolf et al. (2021) highlight the prevalence of insufficient academic assistance among the organization's students, with more than 70% expressing dissatisfaction with the availability and accessibility of support services. Nieuwoudt and Pedler (2023) reported insufficient academic support as a leading reason for program withdrawal. This aligns with our internal data showing low utilization of support services, despite studies like Patterson Silver Wolf et al. (2021) demonstrating their positive impact on retention. Figure 5 displays the organization's low awareness and usage of tutoring services, likely impacting the retention and graduation rates significantly.

Figure 5 Tutoring Services

National Park College (n.d.) The Office of Institutional Research and Reporting. Retrieved from https://np.edu/about/institutional-resources-and-reporting/default.aspx. The issue of students feeling a disconnect from campus resources became very apparent. The low student awareness of available support services suggests a communication gap. Improving outreach efforts is crucial to connect students with resources effectively. This highlights the importance of improving communication and outreach efforts to ensure students know and utilize available resources effectively. Financial aid limitations are also a significant hurdle for low-income and first-generation students. Thomas et al. (2021) point to selective financial aid restrictions hindering access to higher education. Policy revisions can streamline processes and promote equity. Internal data shows a high reliance on financial aid, and Haverila et al. (2020) confirm financial hardship as a factor in student dropout. Additionally, Haverila et al. (2020) empirically found that college students who face financial hardships are more likely to drop out before graduation, further supporting financing woes' effect on retention rates. Furthermore, analyzing the organization's data allows for the identification of trends and patterns in student enrollment and retention data. This includes examining enrollment records, grades, financial aid data, course completion rates, demographics, and student support service usage. Statistical analysis of this data reveals trends, such as student groups with lower retention rates, and correlations, such as the potential link between financial aid and persistence. This quantitative approach helps identify at-risk student groups. The thematic analysis of the root causes for the Gaps was reinforced through the interview with the Vice-President of Student Affairs. They reinforce the performance gap by providing specific reasons why students are leaving pinpointing areas where the institution needs to improve to retain them. The analysis can be combined with other data, such as student surveys or focus groups, to strengthen understanding of the performance gap. As this comprehensive picture emerges, it will lead to more effective solutions. By addressing these factors, the organization can create a more supportive learning environment, promote access to education, and enhance student retention and success (McCulloh, 2022). Organizational Context Analysis The organization offers crucial services within the higher education landscape of Arkansas. The organization is focused on grooming a holistic and encompassing education through its all-encompassing inclusive learning environment, which enrolls a diverse student population (McCulloh, 2022). Nevertheless, the organization struggles with the most significant issue of student retention and the lowest completion rate. While the organization is making its best possible efforts to elevate the living conditions of the students through various initiatives, the retention and graduation rates remain the big problems that necessitate urgent intervention. Addressing these matters is vital for the success and well-being of students and the organization's overall advancement and subsistence. The Problem and Its History The organization is a committed institution that aims to increase student retention using various strategies. This approach includes restructuring financial aid policies and improving support services through comprehensive academic services for the student community that help them complete the educational course. On the other hand, the organization's proactive interventions have not been effective enough at maintaining the retention rates of the students at the institution for several years. For example, the retention rate has been reduced from 65% in 2019 to 59% in 2023, as Thomas et al. (2021) showed. The number of students quitting the academic program despite previous interventions suggests that the strategies used were unsuccessful. The high attrition rate at the organization indicates a significant deficiency that calls for a more robust and practical approach. The organization should thoroughly re-evaluate all available strategies, identify innovative techniques geared toward the problem at hand, and sufficiently respond to the dynamically transforming needs of the student population. A holistic strategy may involve an integrated approach incorporating financial aid, educational assistance, and engagement activities to develop a supportive and inclusive learning environment that can lead to retained students and higher graduate rates. The Organization's Mission and Values The organization's mission is to focus on learning so that its students may succeed. The institution strives to be the preferred choice for education and, in so doing, become a catalyst for personal enrichment, economic growth, and community engagement (National Park College, 2024). The organization endeavors to offer a wide range of learning opportunities to students from all walks of life, thereby aiding them in achieving their educational goals. It also ventures to ensure that it produces competitive scholars through its innovative programs and solutions. The organization values the accountability of its staff members, students, and community partners. It is also an institution that encourages partnerships that address student, employee, and stakeholder needs and contributes to its region's economic prosperity. The mission revolves around providing accessible, affordable, and quality education to students, supporting workforce development, and contributing to the cultural and economic vitality of the region it serves. The drop in student retention rates at National Park College is intricately linked to the organization's mission and core values. The mission statement emphasizes a commitment to providing accessible, affordable, and quality education to students from diverse backgrounds. It has the overarching goal of fostering personal enrichment, economic growth, and community engagement. The decline in student retention rates directly undermines this mission by impeding students' ability to achieve their educational goals and limiting their opportunities for personal and professional advancement. If not improved, this problem could have far-reaching consequences for the organization. This includes diminished student success, decreased community engagement, and a negative impact on the college's reputation and ability to fulfill its role as a catalyst for economic prosperity and workforce development in its region. Therefore, addressing the issue of declining student retention rates is not only crucial for fulfilling the organization's mission but also essential for the long-term sustainability and impact of the organization.

The Organization's Political, Social and Economic Culture The organization's role is shaped by different political, social, and economic trends that support and hinder its reach to improve student retention and completion rates. Another critical factor is the diverse student body. The varied student body demand-oriented and progressive programs that are tailor-made to fit the needs and aspirations of many students. Students may remain in college longer due to the diversity provided by such traits, as mentioned in a study (Patterson et al., 2021). Also, the committed role of the Vice President of Student Affairs and other key stakeholders shows that the school is ready and willing to tackle such challenges and make the necessary changes. In addition, the objectives of external accrediting agencies supply an identifiable goal that highlights the role of improving student retention and graduation rates; nonetheless, the organization depicts impediments to the effectiveness of undertaking its improvement project. Financial constraints slow down the introduction of new modules meant to improve existing student retention. Also, institutional obstacles to changing policies and operating designs hinder the effective deployment of strategies to advance student retention and graduation rates. Moreover, fierce rivalry from other universities and colleges has threatened the organization's student enrollment process (Ko et al., 2023). These hinders bring out the complicated nature of the work the organization has to do to overcome the issue of student retention and graduation. Mental Models and Assumptions of the Problem by Administrators and Stakeholders Administrators and other stakeholders in an organization like this have long-standing perceptions and biases regarding declining student retention rates. Among the notable impressions is that financial obstacles are considered significant determinants because they pull the numbers down. This implies that students' inability to pay for their education could cut short their academic journey, challenging their grades in a bid to complete college (Nieuwoudt et al., 2023). The other erroneous opinion asserts that the problem is the lack of reasonable academic and social services. The administration and the parents of the students think that the academic support services available at the moment, such as tutoring and mentorship programs, cannot respond appropriately to the various needs of their students. This belief questions the probability that better and more accessible academic service support could raise retention rates. Additionally, the sense of a shortage of campus resources can be a preconception. The students, the administrators, and other stakeholders believe that they are either uninformed of the available campus resources or find them challenging to access, which, in turn, contributes to low student engagement and satisfaction. Using these mental models and assumptions, we can apply an approach that will impact the decline of the student retention rate. If these things are not critically considered and addressed, they might cause the formation and implementation of solutions that do not suit the actual origin of the problem. Therefore, the impact on the effectiveness of student retention would be evident in the organization. Organizational Factors in Support of Improvement Project Some vital organizational criteria must be made available to address the sustainability of improving the retention rate problems. This constitutes the concern in making the first step, the active engagement and support of the Vice-President of Student Affairs and other key stakeholders, that portrays the commitment to deal with the obstacles experienced by the organization and adopt any needed change (McCulloh, 2022). Therefore, these leadership inputs are significant in directing the project, creating a support system, and seeking to improve. The project process requires teamwork as well. Engaging the executives, teachers, and other relevant stakeholders is critical to discovering and treating the problem. This ensures comprehensive knowledge about the issues and effectiveness in decision-making. Besides, it also engages in the development of appropriate interventions that suit the college setting. Further, investing in staff professional development and training courses is fundamental to reducing resistance to change. By empowering employees to be equipped with the required skills and information, the college can be sure that the ways to improve student persistence will succeed. In addition, some obstacles need to be considered to fulfill the project's goal. The organization may need more provisions to introduce new programs that would ultimately aid in applying appropriate retention and graduation policies. However, implementation is likely to be hampered by institutional resistance to the proposed changes and the adoption of new policies and operational models, which might be the limiting factors that would have prevented the implementation of more efficient remedies that could result in higher retention and graduation rates. Recognizing and eliminating opportunities are indispensable to solving the difficulties and bringing higher student retention rates to the organization. Improvement Project Organizational Barrier Factors Some actual barriers undermine the formation of the project concerning the quality of student training with the attainment of high graduation rates. Additionally, the budget deficiency is yet another major problem. There may be an issue of lack of funding that can inhibit the college council's capacity to introduce novel services or departments vital for student retention. Financial aid may not be enough or too little to ensure that such a program will be productive and run effectively - to improve student achievement at school (Leithwood et al., 2022). The other big obstacle that the organization faces is a lack of readiness to develop and implement change. The point that stands in the way of applying student retention improvement programs to institution-level decisions is that the resistant nature of changing policies and models is the reason for the undesired result. Identifying and overcoming resistance is essential in creating a culture of innovation and adaptation in the organization that supports the improvement project. Notwithstanding this, competition from other universities and colleges is equally important in the organization's prospect of losing students and the ongoing concern regarding retention rates (Caballero, 2020). Tight competition can be limiting and, therefore, poses a challenge to attracting and retaining students. Hence, continuous improvement in educational services and support quality can be the only alternative. Removing the mentioned barriers is imperative to attain the objectives of programs targeting student retention and graduation rate improvement. By preventing and dealing with these prevalent barriers, the organization can build an integrated and worthwhile strategy to improve students' success and handle decreasing enrollment trends. Collaboration with Site Members Collaboration with site members is essential in solving student retention issues at the organization. Through dialogue and networking with school administrators, faculty, and stakeholders, it was possible to identify the organizational problem, process the root causes, and develop approaches to implement the planned practice and solution (McCulloh, 2022). Additionally, the interview with the Vice President of Student Affairs was highly informative about the nature and scope of the retention problem. The belief that many factors contribute to student attrition was clearly understood. The interview also pointed out different programs and approaches previously used to address the issues. Continuous collaboration is critical to implementing a practical improvement project strategy to ensure success is anchored on meeting the organization's diverse students' specific needs. Some points of contact for key stakeholders, such as administrators, educators, and other staff and students, will occur at various stages of the evaluation cycle, from data collection to interpretation and analysis, as explained by Addison and Williams (2023). Dialogues will be organized with the participants to determine what elements are better, the causes of the issues, and parts that could be improved. Moreover, working and focus groups can be held, at which time it is ideal to receive feedback once the findings are validated. The measurement of support for the evaluation study at the organization is expected to be high, considering the institution's dedication to continuous improvement and informed decision-making. Dialogue and meaningful interaction with stakeholders and discussion with them will encourage a sense of participation and belonging. Scope and Significance of the Problem At the organization, decreasing student retention levels is quite complex and affects all the institution's structural elements, including its administrative chairs, organization systems, departments, and leadership. Furthermore, the organization's reputation, students' success, and general wellness depend on student retention and graduation rates, which are attainable. Potential Impact of the Intervention Intervention in the organization may happen in multiple dimensions and have a wide range of effects. Solving the low student retention and graduating student rate has a significant advantage for the organization because it can improve its reputation and reliability and, thus, promote the development of the leadership and the organization as a whole (Stone et al., 2022). This project can support the college's reputation in the surrounding area and the entire educational ecosystem. Impact on Organizational Systems Developing an efficient intervention plan can be equally beneficial for the college's system of organization. The effectiveness and efficiency of the organization can be improved by strengthening the connections of those systems that conduct elements of the problem, such as processes, departments, and sub-systems. It may be a starting point for building well-rounded and working strategies to support and enhance students' education. Impact on Organization as a Whole The low first-year student retention rate significantly impacts the organization as a whole. It affects various stakeholders within the college community, including students, faculty, staff, administrators, and the broader community. For students, low retention rates can lead to a sense of disillusionment and disconnection. It may hinder their ability to complete their education and have long-term consequences for their careers and personal development. It also affects their overall college experience and prospects. Faculty and staff who invest time and resources in supporting students may feel demotivated by high turnover rates. This can disrupt academic programs and affect the quality of instruction and curriculum. It may also impact faculty and staff members' morale and job satisfaction. Administrators are responsible for addressing the issue of low retention rates and finding solutions to improve student persistence. They must allocate resources and implement strategies to support student success and increase retention. Low retention rates can also affect the reputation and standing of the organization within the broader community. The wider community, including local businesses and organizations, may be impacted by low retention rates. A college with a high dropout rate may not be seen as an attractive option for prospective students, affecting enrollment numbers and community partnerships. Overall, the low first-year student retention rate is a complex issue that impacts every level and department of the organization. It requires a collaborative effort from all stakeholders to address and improve student persistence. Links to Organizational Goals and Objectives First and foremost, increasing student retention and graduation rates aligns well with the college's mission and goals and thus directly helps the organization's success and sustainability. The proposed individual-implemented project aligns with the organization's long-term objectives, as it resolves the issue and increases the school's standing and creditworthiness (Leithwood et al., 2022). Implication Beyond the Organization Besides better student retention and graduation rates having an immediate organizational impact, your attention can also be drawn to the society and market dimension. Its potential benefits to the education and economy of a community can be seen in the future mainly through the educated and skilled labor force. As such, it may strengthen the organization's competitiveness in the higher education market and encourage students to view this college as a desirable place to study. Therefore, the intervention's effects on the organization can spread freely to the community and help to establish the college as a leader in higher education. Leadership Commitment to Intervention The leadership involvement in the organization's implementation is high, which is a sign of success for the initiatives targeted at student retention and postgraduate degree completion. Such dedication is understood through the direct participation and support of the Vice-President of Student Affairs and the other top stakeholders within the college (Caballero, 2020). Such participation depicts a desire to commit efforts to solve the organization's problems and implement suitable changes for better student outcomes. A strong leadership commitment is essential when establishing organizational change, where resource constraints and resistance are minimized. Leaders become the center of a process necessary for fundraising, resource planning, and creating a working environment where the administrators, the faculty, and the stakeholders get motivated toward a definite goal. They culminate in the organization and create group dynamics that boost collective efforts, attaining the desired outcomes. Secondly, leadership commitment to properly executing the intervention will confirm the intervention's alignment with the organization's mission and vision (Patterson et al., 2021). It highlights that focusing on students staying off campus and receiving a degree is the college's primary objective. The chapter now contributes to the college's organizational effectiveness, efficiency, reputation, and brand name within the local community and the general higher educational market.

Theory of Action The central part of this action plan is guiding all actions that improve student retention and graduation rates at National Park College (the organization's) by addressing the factors behind the decline. The implementation starts with an extensive problem definition followed by a root cause analysis delineating causal factors such as low income, a flawed academic assistance system, and sparse physical facilities on campus (Nieuwoudt et al., 2023). The core stakeholders (administrators, faculty, students, and external partners) will be actively on board in the collaborative activities to evolve effective interventions for bullying. These intervention measures will include providing financial aid and scholarships, ameliorating academic support services, and investing in campus infrastructure and other resources. The staff will also be equipped with appropriate professional development and training programs to ease their adoption of the change and, hence, successful implementation. An extensive monitoring and evaluation instrument will be set up to assess the interventions' efficiency and make the necessary changes. Our main objective is to devote our efforts towards higher student retention rates, higher graduation rates, better recognition of the organization, improvement of its credibility, and active contribution to the educational and economic development of the community. Problem Statement The problem of practice is related to the 6% gap between the goal of retaining 65% of students and the actual retention rate of 59% for the first-year students at the organization (National Park College, Office of Institutional Research and Reporting, n.d.). This issue impacts various stakeholders within the college community, including students, faculty, staff, administrators, and the broader community. Proposed Actions Implementing the gap analysis and Ishikawa root cause analysis activities identified the essential factors that decreased student retention rates at the organization. This consists of the unavailability of financial sources, which further restricts the college from giving adequate financial help to those who need it most, such as students from low-income backgrounds and first-time college students. This economic problem, which doesn't let them continue their education further, is essential for most students who decide to leave college. Further, inadequate academic support services, such as tutoring and mentorship programs, which are not friendly enough, become another culprit that decreases students' academic performance, leading to withdrawal. Lastly, the organization's poor communication and reach efforts are responsible for the fact that the students are unaware of and do not have access to the available campus resources, resulting in non-participation and dissatisfaction. The plan addresses the core challenges in the gap and Ishikawa's analysis to improve college retention and success at the organization. Various intervention strategies will be employed. First, the organization must revise its financial aid policies to overcome the economic barriers that discontinue student retention. This amendment should contribute to the simplification of funds management, and, in particular, its attention should be focused on poorer and first-generation students who typically have significant difficulties with their finances. The realization of financial program improvement and the development of more accessible and inclusive financial aid could significantly decrease the economic strain on students by providing them with more opportunities to continue their college studies. The other key strategic priority that should be addressed is the low retention rates related to inadequate academic support, for which the organization should consider expanding and improving its academic support services. This includes strengthening mentorship and tutoring programs to ensure students of all backgrounds and educational needs can get the assistance and help they need to succeed academically. By dedicating funds to and updating these essential support services, the academic standard will be improved and help in retention. Lastly, to overcome the difficulties associated with the shortened availability and accessibility of campus resources, organizations should emphasize strengthening communication and outreach. Ensuring students know of and can easily access all the campus services is one big challenge to creating a supportive and engaging learning environment (Leithwood et al., J. B. (2022). Through campus resource optimization and communication improvement, the organization will implement all these strategies to increase student engagement, satisfaction, and retention rates. Table 1: Proposed Interventions to Address Thematic Causes Proposed Interventions Because the Solution/Intervention Addresses Enhance Financial Aid and Scholarship Programs Financial barriers Improve Academic Support Services Inadequate academic support services Invest in Campus Infrastructure and Resources Limited campus resources Provide Professional Development and Training Programs Resistance to change

Development of Proposed Actions and Collaboration with Stakeholders The theory of action was prepared based on the Childress and Marietta (2008) article in collaboration with stakeholders. In so doing, causal and organizational context analysis was used to identify the root causes. The suggested interventions comprise adjusting student aid provisions, improving the academic support system, and implementing effective communication and publicity campaigns to efficiently enhance student retention at the organization. Organizational Beliefs and Assumptions Through discussions with the parties at the site, it is assumed that the organization will support the proposed method for improving student retention and graduation rates. All participants supported our measures to eliminate the organization's challenges and improve students' well-being and academic lives. If Propositions and Then Statement This sub-section presents IF: THEN proposition statements to guide the implementation of the proposed interventions and expected outcomes. Table 2: If-Then Proposed Actions and Potential Outcomes Beliefs Appendix A

Gap Analysis

Local Organizational Issue: Retention Rate of First-Year Students
Process or Activity that Affects Performance	Expected Performance (A)	Current Performance (B)	Performance Gap (A minus B)	Effect of Gap on Organization
Student Retention Rates	65% student retention rates.	59% student retention rates.	6% student retention rate.	Negative impacts on ORGANIZATION's reputation and financial stability are due to decreased enrollment and tuition revenue.
Graduation Rates	35% student graduation rates.	26% student graduation rates.	9% student graduation rates.	Decreased academic achievement and reduced number of graduates affecting ORGANIZATION's ranking and student success rates
Utilization of Academic Advising Services	50% Utilization of Academic Advising Services	30% Utilization of Academic Advising Services	20% Utilization of Academic Advising Services	Inadequate academic advising services leading to decreased student success and retention rates.
Utilization of Tutoring Services	60% Utilization of Tutoring Services	40% Utilization of Tutoring Services	20% Utilization of Tutoring Services	Inadequate Tutoring services leading to decreased student success and retention rates.
Financial Aid Approval Rate	80% Financial aid utilization	Financial Aid only benefits 40% of the students	40% of students are not benefiting from financial aid	This gap is causing a 20% increase in achievement gaps and a 15% decrease in student body diversity.

Brief Description and Narrative Analysis of Gaps

The gap assessment was a joint effort between the organization's administrators, faculty, and students. The research focused on identifying the gaps between planned and actual performance in critical areas, such as those affecting student school retention.

Student Retention Rates:A student retention rate of 65 percent was projected, concurrent with the national average. In contrast, the current retention rate dropped to 59 percent, with a loss of 6 percent, which caused a performance gap of 6 percent. The gap is dangerous for the organization's reputation and financial performance as it reduces the number of students and revenue from tuition.

Graduation Rates:An expected graduation rate of 35 percent was established as a KPI for student success, which is the organization's goal. Nevertheless, the program rate is only 26 percent, a gap of about 9 percent in performance (Thomas et al., 2021). This gap is evident in decreased academic performance and fewer graduates, forcing the organization to lag in ranking and student performance.

Utilization of Academic Advising Services:According to the plan, 50 percent of students would utilize academic advising services. Nonetheless, only 30 percent of students are using the services; hence, their academic performance has a 20 percent difference (Cardona et al., 2023). This can be interpreted as insufficient academic assistance, causing a decline in student success and retention rates.

Awareness of Tutoring Services:The forecasted rate of awareness and implementation of the existing tutoring services is 60 percent. Consequently, just 40 percent of students know about it, and 20 percent employ these services, representing a performance gap of 20 percent (Shafiq et al., 2022). This tells us that students need an idea of where to look, and they need to take advantage of the help there, so their performance and retention are negatively affected.

Financial Aid Approval Rate:The approval rate was expected to be 80 percent. However, fewer than 40 percent of students are getting financial assistance simply because of the disqualification of students for lack of funds, leading to a 40 percent performance. These gaps result in financial challenges restricting access to education and eventually increasing student dropout.

Appendix B

Ishikawa Root Cause Analysis

Brief Description and Narrative Analysis of Gaps

Appendix B has the Ishikawa root cause analysis to determine and analyze the reasons for decreasing student retention at the organization. The primary issue uncovered is the declining enrollment of students, which directly threatens the college's performance and credibility. The fishbone diagram categorizes the root causes into five main categories: curriculum and academic support, financial aid, student engagement, institutional policies, and external factors.

Curriculum and academic support illustrate that the lack of a current curriculum and the inability of students to obtain adequate academic support are the leading causes, as Ko et al. (2023) explained. The Financial Aid section demonstrates the complicated and time-consuming financial aid application process and the limited number of resources. Student engagement reflects that students need to learn about existing engagement activities and their utilization of resources. Institutional policies include inflexible class schedules and inclusive of ineffective policies regarding student retention and support (Pendakur, 2023). Finally, factors beyond the educational institution involve changes in the student population and competition from other colleges and universities.

This analysis draws on various supporting data sources and evidence, such as teacher evaluations, student achievement data, financial aid application data, student engagement surveys, and institutional policy analyses (National Park College, Office of Institutional Research and Reporting, n.d.). The proof confirms the existence of the root causes. It concentrates on the need for a complex intervention strategy to provide an effective solution to the issue of student dropout rates.

The diagram is an Ishikawa root cause analysis diagram called a fishbone diagram. This type of diagram is used to identify the potential causes of a problem and find an effective solution.In this case, the problem is student retention at a community college. The diagram categorizes potential causes into four main areas:

• Academic supportpoints to potential gaps in the services that support student success. Enhancements could involve expanding academic advising services, increasing tutoring options, and providing more mental health resources. This could mean hiring more staff in these areas, providing additional training, and ensuring that students are aware of and can easily access these services.

Potential Root Causes

• Course Difficulty: Courses are too challenging or poorly aligned with student preparation.
• Teaching Effectiveness: Ineffective teaching methods or lack of engagement from instructors.
• Academic Support Services: Inadequate tutoring, advising, or other academic support resources.
• First-Year Seminar Relevance: First-year seminars are not tailored to address student needs or transition challenges.
• Financial aid and tuitionbarriers are significant factors in student retention. Interventions include simplifying the financial assistance application process, increasing scholarship funding, and reviewing tuition fees to ensure affordability. Financial literacy programs could help students better understand and manage their financial aid and expenses.

Potential Root Causes

• Financial Aid Issues: Difficulty accessing or understanding financial aid options.
• Hidden Costs: Unexpected expenses like textbooks, housing, or transportation.
• Debt Burden: Concerns about student loan debt and future financial stability.
• Lack of Scholarships & Grants: Insufficient financial aid options for specific needs or demographics.
• Student Engagement and Disconnected Campus Resources can deter students from continuing their education. Simplifying the registration process, making course scheduling more flexible, and clarifying academic policies could significantly impact student retention. This might involve a thorough audit of existing processes and policies to identify bottlenecks and areas for improvement.

Potential Root Causes

• Large Class Sizes: Limited instructor interaction and difficulty getting personalized attention.
• Bureaucracy and Red Tape: Difficulty navigating college policies, procedures, or administrative processes.
• Campus Safety Concerns: Lack of security or concerns about student safety on or near campus.
• Poor Communication: Ineffective communication from the college about resources, deadlines, or vital information.
• Lack of Belonging: Difficulty connecting with peers and faculty or feeling like part of the college community.
• Lack of Counseling Services: Emotional challenges related to being away from home and loved ones.
• Time Management Skills: Difficulty managing workload, competing priorities, and personal life.
• Mental Health Concerns: Unaddressed mental health issues impacting academic performance.
• External factorsrelated to challenges to socioeconomic status, diversity, and commuter issues suggest a need for targeted support programs that address these specific needs. Initiatives include creating programs that support low-income students, enhancing diversity and inclusion efforts, and addressing the unique needs of commuter students, such as by offering more flexible class schedules or improving transportation options.

Potential Root Causes

• Economic Downturn: Financial pressures force students to work more or leave school altogether.
• Family Issues: Personal or family challenges that require students to prioritize other responsibilities.
• Health Issues: Personal or family health issues impacting a student's ability to continue their education.
• Changes in Work Schedule: Job demands or changes in work schedules create conflicts with studies.
• Weak Academic Skills: Lack of basic study skills, reading comprehension, or writing skills for college-level work.
• Unrealistic Expectations: Misconceptions about college life, academic demands, or future career paths.
• Poor Time Management Habits: Existing time management struggles that worsen with the increased workload of college.
• Insufficient High School Preparation: Inadequate preparation for college-level coursework due to gaps in high school education.

Overall, the Ishikawa diagram provides a structured approach to identifying the root causes of the student retention problem. By addressing each identified factor with specific interventions, the community college can take targeted actions to create a more supportive and conducive learning environment that encourages students to continue their education. It is essential to prioritize these interventions based on which factors have the most significant impact on retention and to consider the resources available to the college. Additionally, it is essential to regularly review and assess the effectiveness of implemented interventions to ensure they have the desired effect on student retention.