Retention for second-year participants in Ball State University's Excellence in Leadership Program

Abstract

A basic qualitative analysis was conducted using data collected from a series of three focus groups for second-year students in Excellence in Leadership (EIL). The purpose of this analysis was to develop an understanding of why students choose to continue or not to continue to the third year of EIL. Three themes emerged from the data: (1) desires for identity of self and program identity, (2) application of skills and interaction within EIL, and (3) ability to create marketability through quality programming. Eight sub-themes were identified that related to the aforementioned emerging themes: (1) creating identity within EIL, (2) creating identity outside of EIL, (3) becoming a Phase 3 co-mentor, (4) interaction with other organizations, (5) creating marketability, (6) need for innovative programming, (7) mentor preparation, and (8) workshop preparation. Emerging themes and sub-themes coincided with the six focus group questions, which were used in all three focus groups. All questions in a combined form contributed to each resulting theme.