The number of students with disabilities attending postsecondary institutions of higher education continues to rise. With it, it is necessary to understand better how they experience their institution beyond curricular spaces. Presently, there exists a gap in the knowledge of how these students experience co-curricular support, including assistance with enrollment services through one stops. This study sought to understand the multiple ways in which this population of students experiences the one stop at one of three four-year public research universities in California. This qualitative research study utilized the constructivist grounded theory methodology and methods to aid in the emergence of the various dimensions in which students with disabilities experience their institution’s one stop. Through focused semi-structured interviews, these shared perspectives demonstrated that although one stops provide some support to postsecondary students with disabilities, they are not being utilized consistently with their purpose. This study identified that the origin of this inconsistency may be due to one of multiple issues, including a misunderstanding of communication between the one stop and this population of students. These incongruencies seemingly push postsecondary students with disabilities to seek support elsewhere.
","abstract_html":"<p>The number of students with disabilities attending postsecondary institutions of higher education continues to rise. With it, it is necessary to understand better how they experience their institution beyond curricular spaces. Presently, there exists a gap in the knowledge of how these students experience co-curricular support, including assistance with enrollment services through one stops. This study sought to understand the multiple ways in which this population of students experiences the one stop at one of three four-year public research universities in California. This qualitative research study utilized the constructivist grounded theory methodology and methods to aid in the emergence of the various dimensions in which students with disabilities experience their institution’s one stop. Through focused semi-structured interviews, these shared perspectives demonstrated that although one stops provide some support to postsecondary students with disabilities, they are not being utilized consistently with their purpose. This study identified that the origin of this inconsistency may be due to one of multiple issues, including a misunderstanding of communication between the one stop and this population of students. These incongruencies seemingly push postsecondary students with disabilities to seek support elsewhere.</p>","abstract_has_math":false,"creators":["Noe, Ivan"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dawn Hunter","Whitney McIntyre Miller","Todd Eckel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:37Z","subjects":["enrollment management","one stop","post-secondary students with disabilities","student affairs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education Administration","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/77","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dawn Hunter","Whitney McIntyre Miller","Todd Eckel"]},{"key":"dc:creator","label":"Author","values":["Noe, Ivan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["enrollment management","one stop","post-secondary students with disabilities","student affairs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education Administration","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/77"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The number of students with disabilities attending postsecondary institutions of higher education continues to rise. With it, it is necessary to understand better how they experience their institution beyond curricular spaces. Presently, there exists a gap in the knowledge of how these students experience co-curricular support, including assistance with enrollment services through one stops. This study sought to understand the multiple ways in which this population of students experiences the one stop at one of three four-year public research universities in California. This qualitative research study utilized the constructivist grounded theory methodology and methods to aid in the emergence of the various dimensions in which students with disabilities experience their institution’s one stop. Through focused semi-structured interviews, these shared perspectives demonstrated that although one stops provide some support to postsecondary students with disabilities, they are not being utilized consistently with their purpose. This study identified that the origin of this inconsistency may be due to one of multiple issues, including a misunderstanding of communication between the one stop and this population of students. These incongruencies seemingly push postsecondary students with disabilities to seek support elsewhere.
"]},{"key":"dc:source","label":"Dc Source","values":["Noe, I. E. (2024). The experiences of postsecondary students with disabilities utilizing one stop student services: A grounded theory approach [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000563"]},{"key":"dc:title","label":"Title","values":["The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach"]}]}],"canonical_facts":{"dc:contributor":["Dawn Hunter","Whitney McIntyre Miller","Todd Eckel"],"dc:creator":["Noe, Ivan"],"dc:description.abstract":["The number of students with disabilities attending postsecondary institutions of higher education continues to rise. With it, it is necessary to understand better how they experience their institution beyond curricular spaces. Presently, there exists a gap in the knowledge of how these students experience co-curricular support, including assistance with enrollment services through one stops. This study sought to understand the multiple ways in which this population of students experiences the one stop at one of three four-year public research universities in California. This qualitative research study utilized the constructivist grounded theory methodology and methods to aid in the emergence of the various dimensions in which students with disabilities experience their institution’s one stop. Through focused semi-structured interviews, these shared perspectives demonstrated that although one stops provide some support to postsecondary students with disabilities, they are not being utilized consistently with their purpose. This study identified that the origin of this inconsistency may be due to one of multiple issues, including a misunderstanding of communication between the one stop and this population of students. These incongruencies seemingly push postsecondary students with disabilities to seek support elsewhere.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/77"],"dc:source":["Noe, I. E. (2024). The experiences of postsecondary students with disabilities utilizing one stop student services: A grounded theory approach [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000563"],"dc:subject":["enrollment management","one stop","post-secondary students with disabilities","student affairs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education","Higher Education Administration","Student Counseling and Personnel Services"],"dc:title":["The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:37Z"}