Personas and Motivations of University Students Pursuing High-Impact Opportunities
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| Title: | Personas and Motivations of University Students Pursuing High-Impact Opportunities |
|---|---|
| Language: | English |
| Authors: | Thaksheel Alleck, Taylor Butler, Adam Golian, Michelle Spada, Talley Lyons, Eric Obeysekare, Jake Panzer |
| Source: | Experiential Learning and Teaching in Higher Education. 2026 9(2):32-49. |
| Availability: | California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Educational Practices, Student Motivation, Private Colleges, Student Attitudes, Student Participation, Equal Education, Student Characteristics |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.46787/elthe.v9.6485 |
| ISSN: | 2474-3429 |
| Abstract: | High-Impact Practices (HIPs) are critical experiential learning opportunities in higher education that significantly enhance student success, yet participation remains inconsistent across diverse student populations. While the benefits of HIPs are well-documented from an institutional perspective, a deeper understanding of student-centric motivations and barriers is needed to address these engagement gaps. This study employed a qualitative, thematic analysis to tackle such problems, conducting 77 semi-structured interviews with students from Lehigh University, which is private and non-profit, and other U.S. institutions to understand their unique experiences and question student perspective towards HIPs. Thematic analysis of the data identified multifaceted motivations driving participation, including resume-building, community seeking, and life exploration, alongside significant barriers such as time constraints, lack of awareness, and financial pressures. The central contribution of this research is the development of six distinct, evidence-based student personas: the Observer, Explorer, Ambitious Multitasker, Social Connector, Focused Academic, and Driven Visionary. Each persona encapsulates a unique combination of internal drivers and external challenges. These personas provide a practical framework for universities to design targeted interventions, tailor support systems, and create more effective communication strategies. By addressing the specific needs of each persona, institutions can foster a more inclusive environment, improve equitable access to transformative learning opportunities, and ultimately maximize the developmental impact of HIPs for all students. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1510579 |
| Database: | ERIC |
| Abstract: | High-Impact Practices (HIPs) are critical experiential learning opportunities in higher education that significantly enhance student success, yet participation remains inconsistent across diverse student populations. While the benefits of HIPs are well-documented from an institutional perspective, a deeper understanding of student-centric motivations and barriers is needed to address these engagement gaps. This study employed a qualitative, thematic analysis to tackle such problems, conducting 77 semi-structured interviews with students from Lehigh University, which is private and non-profit, and other U.S. institutions to understand their unique experiences and question student perspective towards HIPs. Thematic analysis of the data identified multifaceted motivations driving participation, including resume-building, community seeking, and life exploration, alongside significant barriers such as time constraints, lack of awareness, and financial pressures. The central contribution of this research is the development of six distinct, evidence-based student personas: the Observer, Explorer, Ambitious Multitasker, Social Connector, Focused Academic, and Driven Visionary. Each persona encapsulates a unique combination of internal drivers and external challenges. These personas provide a practical framework for universities to design targeted interventions, tailor support systems, and create more effective communication strategies. By addressing the specific needs of each persona, institutions can foster a more inclusive environment, improve equitable access to transformative learning opportunities, and ultimately maximize the developmental impact of HIPs for all students. |
|---|---|
| ISSN: | 2474-3429 |
| DOI: | 10.46787/elthe.v9.6485 |
