Building Tomorrow's Workforce Through the Self-Actualization of Post-Secondary Students in Tennessee

Abstract

Tennessee’s future will be determined by the number of post-secondary credentials of its residents to support economic development. Additionally, Tennesseans must earn living wages to support their livelihoods. Finally, the psychological development of Tennesseans must be supported, which allows individuals to reach their fullest potential. While critical state initiatives such as Drive to 55, TN Promise, and tnAchieves have been in place for nearly a decade, Tennesseans are not graduating from post-secondary institutions at the rate that is critical for individual and state success. In reviewing initiatives and success in higher education, the study was informed by important place-based promise programs and the various definitions of student success. An understanding of self-actualization, humanistic education, and measurement of self-actualization informed how the study identifies the essence of the experience. Utilizing a phenomenological research approach and an interpretive framework of social constructivism, this study has informed the essence and lived experiences of self-actualization among tnAchieves students at Motlow State Community College. Overall findings indicate the essence of self-actualization among students persisting toward a post-secondary credential is represented by a sliding scale-factor duality of shared support and independent motivation. The implications of these findings to policy and practice are addressed. Specifically, implications for policy outlines considerations for policy makers related to revisioning a state master plan in the future, as well as various degrees of tnAchieves program success. Implications for practice support the humanistic education model, as well as effective student support services, peer-to-peer support models, and family engagement.