Affiliation:
1. Gabelli School of Business, Fordham University, USA
Abstract
The purpose of this mixed-methods study was to understand how the Gabelli School of Business at Fordham University's academic and co-curricular interventions that led to a remote, virtual, and hybrid experience during the period of the COVID-19 Pandemic (March 2020 to May 2022) impacted student academic persistence and experience. Built on the Interpretative Phenomenological Awareness qualitative methodology, this chapter examined how the perceived student experience and student persistence were impacted by the pandemic in four specific areas: academic experience, community and social experience, academic persistence, and academic support resources. Students who were enrolled from May 2020 to March 2023 were invited to participate. The researchers found that enrollment and retention rates were maintained and identified three main takeaways from the qualitative responses: Community and engagement are critical, intentionality in building academic experiences matter, and student support systems need to connect in more meaningful ways to the institution.
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