This qualitative case study investigates the relationship between institutional sustainability and student success within a bounded system by examining the perspectives of first-generation college students at a South Texas institution of higher education. First-generation college students represent a substantial population within higher education institutions; however, despite increasing enrollment, many continue to experience academic, social, and structural challenges that negatively affect persistence and degree attainment. The purpose of this qualitative case study is to explore how first-generation college students at a South Texas institution navigate access to higher education, understand the motivational factors that influence their persistence, and examine how institutional practices shape their educational experiences through a business lens focused on institutional sustainability, student retention, and long-term student success. This research employed questionnaires to capture the experiences and perspectives of first-generation college students. Thematic analysis was employed to identify patterns and themes within participant responses. This study is grounded in Vincent Tinto’s Theory of Student Integration and Edward Deci and Richard Ryan’s Self-Determination Theory, which together emphasize the importance of academic and social integration, student motivation, and institutional support systems in fostering persistence and student success among first-generation college students. By amplifying the voices of first-generation college students, this study provides greater insight into their experiences, motivations, and persistence within higher education institutions. The results of this study contribute to the literature and practice by uncovering critical factors that determine persistence and institutional performance. Thus, this study will adopt a business-oriented approach, providing tangible recommendations to higher education administrators to enhance student success, improve student retention, and support institutional sustainability. By aligning student experiences and persistence with the strategic objectives of higher education organizations, this study takes a holistic approach to examining how institutions can strengthen both student outcomes and long-term organizational effectiveness.

Faculty Mentor: Dr. Hector Vasquez

Division of Academic Affairs