Abstract
ABSTRACT Through this study, I examined the experiences and perspectives of 16 administrators, faculty, and staff members (i.e. institutional actors) responsible for student success efforts in research universities. Using sociocognitive discourse analysis, I illuminated the social practices of institutional actors engaged in student success work, more especially how their’ experiences with and within their respective contexts shaped their approaches to and capacity for student success work. These insights contribute to and complicate student success research, especially discussions of how student success practices are implemented. Given these insights, institutions can identify and address how their environments impede the implementation of student success practices, and how to support and empower institutional actors as they do student success work within these environments.
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