{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-2242"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-2242","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"An examination, analysis, and evaluation of the employee onboarding process in a southeastern university","abstract":"The onboarding phase is one of the most impactful moments in an employee’s life cycle (Baker & DiPiro, 2019; Kumar & Pandey, 2017; Ritz et al., 2023). New employees’ ability to adjust to their jobs, develop working relationships, and feel a sense of belonging during onboarding influences their decision to remain with the organization (Hassan, 2020; Kumar & Pandey, 2017; Narayansany & Isa, 2021). Creating a positive and engaging experience for employees at the beginning of their time with the organization could help increase job satisfaction and create a better sense of belonging and organizational commitment (Blount, 2022; Pike, 2014). The purpose of this study was to determine the effectiveness of a southeastern university’s current onboarding process. The problem to address was the lack of data on the effectiveness of the onboarding process and whether it meets the needs of new employees and prepares them for their roles. The research objectives were to determine the onboarding needs of campus stakeholders, identify gaps based on needs and best practices, and identify opportunities to develop an onboarding program that would meet the needs of the campus. Using Bauer’s (2010) Four C’s onboarding framework as a guide, a needs assessment was conducted. The researcher used a mixed-methods approach that included collecting quantitative and qualitative data from employees and their hiring managers to provide a deeper understanding of their needs. The findings revealed gaps in the onboarding process in all four areas of the framework. Recommendations to help close gaps were the development of a new onboarding program and training for onboarding staff and hiring managers.","abstract_html":"The onboarding phase is one of the most impactful moments in an employee’s life cycle (Baker & DiPiro, 2019; Kumar & Pandey, 2017; Ritz et al., 2023). New employees’ ability to adjust to their jobs, develop working relationships, and feel a sense of belonging during onboarding influences their decision to remain with the organization (Hassan, 2020; Kumar & Pandey, 2017; Narayansany & Isa, 2021). Creating a positive and engaging experience for employees at the beginning of their time with the organization could help increase job satisfaction and create a better sense of belonging and organizational commitment (Blount, 2022; Pike, 2014). The purpose of this study was to determine the effectiveness of a southeastern university’s current onboarding process. The problem to address was the lack of data on the effectiveness of the onboarding process and whether it meets the needs of new employees and prepares them for their roles. The research objectives were to determine the onboarding needs of campus stakeholders, identify gaps based on needs and best practices, and identify opportunities to develop an onboarding program that would meet the needs of the campus. Using Bauer’s (2010) Four C’s onboarding framework as a guide, a needs assessment was conducted. The researcher used a mixed-methods approach that included collecting quantitative and qualitative data from employees and their hiring managers to provide a deeper understanding of their needs. The findings revealed gaps in the onboarding process in all four areas of the framework. Recommendations to help close gaps were the development of a new onboarding program and training for onboarding staff and hiring managers.","abstract_has_math":false,"creators":["Brown, Julie G"],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Taylor, Jessica N.","Rausch, David W.; Crawford, Elizabeth K.","College of Health, Education, and Professional Studies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:47:28Z","subjects":["Employee orientation--Analysis","Employee retention","Employees--Training of--Case studies"],"languages":["English","eng"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/1052","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Taylor, Jessica N.","Rausch, David W.; Crawford, Elizabeth K.","College of Health, Education, and Professional Studies"]},{"key":"dc:creator","label":"Author","values":["Brown, Julie G"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2026-05-01T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral dissertations","Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Employee orientation--Analysis","Employee retention","Employees--Training of--Case studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/1052"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Dept. of Applied Leadership and Learning","Ed. D.; A research project of practice submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["The onboarding phase is one of the most impactful moments in an employee’s life cycle (Baker & DiPiro, 2019; Kumar & Pandey, 2017; Ritz et al., 2023). New employees’ ability to adjust to their jobs, develop working relationships, and feel a sense of belonging during onboarding influences their decision to remain with the organization (Hassan, 2020; Kumar & Pandey, 2017; Narayansany & Isa, 2021). Creating a positive and engaging experience for employees at the beginning of their time with the organization could help increase job satisfaction and create a better sense of belonging and organizational commitment (Blount, 2022; Pike, 2014). The purpose of this study was to determine the effectiveness of a southeastern university’s current onboarding process. The problem to address was the lack of data on the effectiveness of the onboarding process and whether it meets the needs of new employees and prepares them for their roles. The research objectives were to determine the onboarding needs of campus stakeholders, identify gaps based on needs and best practices, and identify opportunities to develop an onboarding program that would meet the needs of the campus. Using Bauer’s (2010) Four C’s onboarding framework as a guide, a needs assessment was conducted. The researcher used a mixed-methods approach that included collecting quantitative and qualitative data from employees and their hiring managers to provide a deeper understanding of their needs. The findings revealed gaps in the onboarding process in all four areas of the framework. Recommendations to help close gaps were the development of a new onboarding program and training for onboarding staff and hiring managers."]},{"key":"dc:title","label":"Title","values":["An examination, analysis, and evaluation of the employee onboarding process in a southeastern university"]}]}],"canonical_facts":{"dc:contributor":["Taylor, Jessica N.","Rausch, David W.; Crawford, Elizabeth K.","College of Health, Education, and Professional Studies"],"dc:creator":["Brown, Julie G"],"dc:date":["2026-05-01T07:00:00Z"],"dc:description":["Dept. of Applied Leadership and Learning","Ed. D.; A research project of practice submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."],"dc:description.abstract":["The onboarding phase is one of the most impactful moments in an employee’s life cycle (Baker & DiPiro, 2019; Kumar & Pandey, 2017; Ritz et al., 2023). New employees’ ability to adjust to their jobs, develop working relationships, and feel a sense of belonging during onboarding influences their decision to remain with the organization (Hassan, 2020; Kumar & Pandey, 2017; Narayansany & Isa, 2021). Creating a positive and engaging experience for employees at the beginning of their time with the organization could help increase job satisfaction and create a better sense of belonging and organizational commitment (Blount, 2022; Pike, 2014). The purpose of this study was to determine the effectiveness of a southeastern university’s current onboarding process. The problem to address was the lack of data on the effectiveness of the onboarding process and whether it meets the needs of new employees and prepares them for their roles. The research objectives were to determine the onboarding needs of campus stakeholders, identify gaps based on needs and best practices, and identify opportunities to develop an onboarding program that would meet the needs of the campus. Using Bauer’s (2010) Four C’s onboarding framework as a guide, a needs assessment was conducted. The researcher used a mixed-methods approach that included collecting quantitative and qualitative data from employees and their hiring managers to provide a deeper understanding of their needs. The findings revealed gaps in the onboarding process in all four areas of the framework. Recommendations to help close gaps were the development of a new onboarding program and training for onboarding staff and hiring managers."],"dc:identifier":["https://scholar.utc.edu/theses/1052"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Employee orientation--Analysis","Employee retention","Employees--Training of--Case studies"],"dc:title":["An examination, analysis, and evaluation of the employee onboarding process in a southeastern university"],"dc:type":["Doctoral dissertations","Text"]},"updated_at":"2026-07-24T05:47:28Z"}