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Dissertation
Non-residential community college students' lived experience completing online bystander intervention training: a qualitative transcendental phenomenological study
Doctor of Education (Ed.D.), Drexel University
Aug 2025
DOI:
https://doi.org/10.17918/00011141
Abstract
This study utilized a qualitative, transcendental phenomenological design to investigate the impact of an online, asynchronous training designed to inform students about sexual misconduct and its prevention through bystander intervention techniques. Specifically, it examined non-residential community college students and their perception of bystander intervention as an effective technique for helping prevent sexual misconduct among themselves and their peers. A careful review of the existing literature on sexual misconduct on college campuses, bystander intervention, and online learning as a behavioral modification tool generated the following research questions: (1) How do non-residential community college students describe their experiences completing an online bystander intervention training as a tool to help combat sexual misconduct? (2) Which components of, if any, the online bystander intervention training do non-residential community college students describe as the most impactful for increasing bystander intentions during potential instances of sexual misconduct? (3) To what extent, if any, do non-residential community college students describe planned behavioral changes to intervene in an instance of sexual misconduct after taking the online bystander intervention training? Using individual semi-structured interviews and focus group interviews, the data were analyzed, and themes emerged in response to the research questions. The results of the study showed that, while the training may have helped participants gain additional knowledge around sexual misconduct, any changes in future behavior were limited by numerous internal and external factors. The results of this study will help to inform student affairs and Title IX professionals who utilize this type of training to help determine the effectiveness of the training and see what changes and additions may be needed.
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Details
- Title
- Non-residential community college students' lived experience completing online bystander intervention training
- Creators
- Christopher A. Jeune
- Contributors
- James E. Connell (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 133 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022083054204721