The Cycle Paradox: A Mixed Methods Analysis of Excess Credit Accumulation in Public Higher Education
Award Date
5-1-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Stefani Relles
Second Committee Member
Federick Ngo
Third Committee Member
Lisa Bendixen
Fourth Committee Member
Joseph Morgan
Number of Pages
101
Abstract
This dissertation explores the challenges of stagnating college degree completion in the United States, particularly at public institutions. The study focuses on the problem of excess credit accumulation as a barrier to degree completion. This phenomenon is understudied in the higher education literature, limiting empirical support to inform future policy and practice approaches. This study employs a concurrent mixed-methods design to explore the characteristics of students who accumulate excess credits and the circumstances contributing to that accumulation. The study is conducted at an R1 institution designated as an HSI, MSI, and AANAPISI, reflecting the rigor of its coursework and the diversity of its student body. Data are drawn from institutional records retained as part of a policy charging excess credit accumulators a financial penalty for their excessive accumulation. The framework of academic capitalism is used to analyze institutional data, which views students as consumers and prioritizes financial stability. Quantitative findings reveal a racially and economically diverse sample, demographic variation by major, and strong academic performance despite credit excess. Qualitative findings point to challenges with credit applicability, evolving academic pathways, and barriers to progression as key contributors. These findings suggest that vulnerable populations and those in demanding majors have the most difficulty navigating credit accumulation, such as degree applicability and evolving academic pathways. The integrated findings suggest institutional policies and student decisions reinforce one another, contributing to conditions that reinforce excess credit accumulation.
Keywords
Excess credit accumulation; Higher education
Disciplines
Education | Higher Education Administration
File Format
File Size
1072 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Hullinger, Megan, "The Cycle Paradox: A Mixed Methods Analysis of Excess Credit Accumulation in Public Higher Education" (2025). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5288.
https://oasis.library.unlv.edu/thesesdissertations/5288
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/