Margins that Matter: Exploring the Association Between Academic Match and Bachelor’s Degree Completion Over Time

2021 ◽  
Author(s):  
Amanda M. Cook
Keyword(s):  
Degree Completion ◽  
Bachelor's Degree ◽  
Academic Match ◽  
Over Time

A Nested Analysis of Factors Affecting Bachelor's Degree Completion

2003 ◽  
Vol 4 (4) ◽  
pp. 407-435 ◽  
Author(s):  
Stephen L. DesJardins ◽  
Dong-Ok Kim ◽  
Chester S. Rzonca
Keyword(s):  
Degree Completion ◽  
College Major ◽  
Bachelor's Degree ◽  
First Year ◽  
University Of Iowa ◽  
Factors Affecting ◽  
Three Stages ◽  
The University ◽  
Nested Analysis ◽  
Sequential Nature

The main objective of this study was to examine the effects of selected factors on retention, graduation, and timely bachelor's degree completion at The University of Iowa. An additional purpose was to identify the stage-varying effects of selected variables. Reflecting the sequential nature of bachelor's degree completion, this study focused on three stages of students' progress to graduation: 1) dropout vs. persistence in the first year, 2) graduation vs. failure to graduate among first year persisters, and 3) graduation in four years or less vs. graduation in five years or more. We found that college academic performance, pre-matriculation academic achievement, and college major were the most important variables in explaining success at The University of Iowa. We also found fairly consistent results across the three models.

Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence

2019 ◽  
Vol 42 (3) ◽  
pp. 903-931 ◽  
Author(s):  
Chad N. Loes ◽  
Brian P. An ◽  
Ernest T. Pascarella
Keyword(s):  
Degree Completion ◽  
Classroom Instruction ◽  
Bachelor's Degree

The Relationship between Remediation and Degree Completion for Engineering and Technology Students

2011 ◽  
Vol 1 (2) ◽  
pp. 11-22
Author(s):  
Sally A. Lesik ◽  
Robin S. Kalder
Keyword(s):  
Survival Analysis ◽  
Degree Completion ◽  
Discrete Time ◽  
Remedial Mathematics ◽  
Bachelor's Degree ◽  
Remedial English ◽  
Technology Students ◽  
Engineering And Technology ◽  
Discrete Time Survival Analysis ◽  
The Relationship

This study investigates whether students who initially began college as engineering or technology majors and who were required to participate in remedial mathematics and/or remedial English programs, were less likely to graduate with their bachelor’s degree in their fourth through seventh years, as compared to engineering and technology majors who were not required to participate in a remedial mathematics and/or remedial English programs. By using discrete-time survival analysis, findings suggest that remediation status does not appear to impact the time it takes to complete the requirements for a bachelor’s degree in engineering or technology.

Mismatched Students, Missed Opportunities

2022 ◽  
pp. 299-328
Author(s):  
Tameka Porter
Keyword(s):  
Affirmative Action ◽  
Degree Completion ◽  
Postsecondary Institutions ◽  
Theoretical Frameworks ◽  
Missed Opportunities ◽  
Selective Colleges ◽  
Academic Match ◽  
Academic Record ◽  
First Time ◽  
Academic Year

Theoretical frameworks on mismatch, rooted in affirmative action literature, provide divergent conclusions on how overmatch, a synonym for affirmative action, and undermatch shape degree completion outcomes for Black undergraduates at selective postsecondary institutions. Through examining data from the 2003–2009 Beginning Postsecondary Students Longitudinal Survey, this study creates an academic index that estimates the precollege academic credentials of approximately 650 Black, first-time undergraduates enrolled at the top three tiers of selective colleges during the 2003–04 academic year to examine the effects of undermatching or attending a college that is less rigorous than a college that matches their precollege academic record. The findings suggest that overmatched Black students who enrolled at the most selective institutions were far more likely to graduate than students with similar precollege academic credentials who enrolled at their best academic match. The results also indicate that undermatching had an adverse effect on degree completion rates.

scholarly journals Administrators' Perceptions of Motives to Offer Online Academic Degree Programs in Universities

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Hakan Özcan ◽  
Soner Yıldırım
Keyword(s):  
Degree Completion ◽  
Associate Degree ◽  
Bachelor's Degree ◽  
Teaching Staff ◽  
Degree Programs ◽  
Prospective Students ◽  
Structured Interviews ◽  
Academic Degree ◽  
Associate Degree Programs ◽  
Degree Completion Programs

<p class="3">Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators’ motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators’ perceptions of motives for offering online academic degree programs in universities in Turkey in terms of online associate degree programs, online master's degree programs, online bachelor's degree completion programs, and online bachelor's degree programs. A qualitative research method was employed for this study. Semi-structured interviews were conducted with 16 administrators from different universities’ distance education centers in Turkey and thematic analysis was applied to the data.  The research found that administrators’ motives for offering online academic degree programs mainly involve in answering to the high demand of prospective students. Six major themes were identified with regard to influencing factors for administrators’ motives: demands for programs, mission to support education, readiness of infrastructure, teaching staff as well as applicability of content, overcoming the shortage of classroom space and teachers, obtaining revenue, and gaining prestige.</p>

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