ASPIRATIONS OF COMMUNITY COLLEGE ASSOCIATE OF APPLIED SCIENCE STUDENTS: A QUALITATIVE ANALYSIS WITH IMPLICATIONS FOR MEASURING OUTCOMES

This study used an in-depth qualitative multi-interview approach to explore the lived experience of associate in applied science (AAS) students at a community college in North Carolina. The purpose of this study was to explore the aspirations of community college students enrolled in career-focused AAS programs to understand their stated goals, the social forces that influence them, and how that data might serve as implications for measuring institutional outcomes using an approach informed by Seidman (2019). After completing a series of interviews with each participant, all data were transcribed and synthesized using a six-phase thematic analysis approach (Braun & Clarke, 2006, 2012). This research features four themes that emerged across their responses. The generated themes highlighted how social interactions, socioeconomic conditions, and labor market requirements affected students' aspirations. The findings provide insight into where students stated goals may or may not involve earning a credential and instances when their goals align or not with existing performance funding outcome metrics. Labor market requirements played a substantial role in whether students desired to earn a credential. Participants were highly motivated to use community college education to explore possible careers and establish social networks. Three conclusions were reached: (1) labor market demands highly influence AAS student aspirations; (2) aspirations fluctuated based on whether students saw AAS training as an apex or stepping-stone; (3) students possessed personalized layered goals that partially aligned with performance funding and outcome metrics.