Beyond Recidivism: Practitioner Views on How University Disciplinary Systems Impact Sense of Belonging

Date of Award

5-9-2026

Degree Name

Ph.D. in Educational Leadership

Department

Department of Educational Administration

Advisor/Chair

Mary Ziskin

Abstract

In order to contribute to the scholarly knowledge of student conduct administration in higher education, this study employed an interpretive phenomenological approach to analyzing the perspectives of professional practitioners who facilitate university disciplinary processes. Twenty-one staff members from higher education institutions across the United States participated in semi-structured interviews to share their experiences of working with students who have been alleged to have violated their institution’s code of conduct. By focusing the interviews and analysis on the impact of disciplinary systems on student sense of belonging, the data revealed that professional practitioners view belongingness as a component of the student experience that can be impacted by incidents of misconduct on campus and that practitioners have an opportunity through the disciplinary process to assist the student in maintaining or regaining their sense of belonging. The analysis of these interviews generated eight themes: (1) The Court of campus opinion, (2) Student reactions to the conduct process, (3) Unmet needs, (4) Student agency, (5) Perceptions of fairness, (6) Sanctions and outcomes, (7) The cost of reporting, and (8) Assessment difficulty.

Keywords

Adult Education, Education, Educational Leadership, Higher Education, Higher Education Administration

Comments

OCLC No. 1591829092

Rights Statement

Copyright 2026, author.

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