Abstract

This study examines faculty perceptions of their respective institution’s Student Success Collaborative Technology (SSCT) platform at four colleges and universities, using Social Validity Theory as a guiding framework. Faculty widely acknowledge SSCT’s potential to enhance student retention through early alerts and interventions, but they cite significant challenges in usability, engagement, and implementation. Barriers include administrative burdens, lack of integration with existing systems, and inconsistent student responsiveness. Faculty emphasize the importance of streamlined processes, personalized interventions, and improved training and support to enhance the system’s social validity. These findings emphasize the necessity of aligning institutional tools with existing faculty duties and fostering collaboration to maximize the impact of retention initiatives on student success.

Keywords: student success collaborative technology, faculty engagement, social validity theory

How to Cite:

Sperry, R., Martin, E., Jenkins, E., & Tilbury, J. (2025). “We’re a piece of the puzzle”: Using Social Validity Theory to examine faculty perceptions of student success collaborative technology. Journal of the National Organization for Student Success, 2(2), 27-44. https://doi.org/10.61617/jnoss.55