Impact of a Career Planning Course on Retention and Graduation Rates

2003 ◽  
Author(s):  
Jason Troyer
Keyword(s):  
Graduation Rates ◽  
Career Planning ◽  
Retention And Graduation Rates

Fully integrating academic advising with career coaching to increase student retention, graduation rates and future job satisfaction

2018 ◽  
Vol 32 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Thomas R. Tudor
Keyword(s):  
Job Satisfaction ◽  
Student Retention ◽  
Graduation Rates ◽  
Academic Advising ◽  
Career Planning ◽  
The United States ◽  
Academic Advisor ◽  
Career Coaching ◽  
New Approach ◽  
Retention And Graduation Rates

Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as important and is formalized into the academic advisor’s role. Under this approach, students are advised in relation not only to their progress towards their degree, but also to their progress towards their career. They undergo a required process to choose a career and must make progress towards it while pursuing their degree. The use of formal career coaching combined with academic advising is based on goal-setting theory and career planning research. This new approach to advising may lead to increased student retention and graduation rates and also to higher job satisfaction after graduation.

A Framework for Examining Data and Taking Action to Increase Student Retention and Graduation

2011 ◽  
pp. 275-287
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black College ◽  
College And University ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black College and University (TBCUs). This chapter examines the type of data that is generally available and useful to issues of retention, and suggests a variety of possible actions that can be undertaken to address the findings and impact retention and graduation rates. The framework of IR data and possible actions to address problems revealed by data is based on the experiences at Large State A&M University. The issues revealed are common to many TBCUs, and it is hoped that this sharing of information will assist other TBCUs in addressing the important issues of retention and graduation rates.

Internships and Work-Based Learning: Strategies for Enhancing Key Relationships

2019 ◽  
Vol 111 (4) ◽  
pp. 62-65
Author(s):  
Jennifer Dobbs-Oates
Keyword(s):  
Professional Development ◽  
High School ◽  
Career Development ◽  
Graduation Rates ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Entry Level ◽  
Positive Effects ◽  
Retention And Graduation Rates

Internships and other work-based learning experiences provide significant learning and professional development opportunities for students at both high school and college levels. Work-based learning has been shown to have positive effects on retention and graduation rates as well as career development and motivation (Davis & Snyder, 2009). Employers report valuing internship experiences highly when filling entry-level positions, and surveys indicate that students find internships to be valuable and satisfying experiences (Brooks & Simpson, 2014).

scholarly journals How Advising and Retention of Students Improves Fiscal Stability

1996 ◽  
Vol 16 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Robert E. Glennen ◽  
Phillip J. Farren ◽  
Faye N. Vowell
Keyword(s):  
Graduation Rates ◽  
Comprehensive University ◽  
Fiscal Responsibility ◽  
Fiscal Management ◽  
Retention And Graduation Rates ◽  
The University

A consistent theme expressed in the literature today is the need for universities to become more efficient and businesslike in their approach to fiscal management. Fiscal accountability is being required of all institutions; therefore, institutions must reorganize, reengineer, and become more efficient to demonstrate accountability and fiscal responsibility. Upon fiscal review, student advising centers are often seen as non-central to the instructional mission of the university and, therefore, allocations are reduced. This article discusses one approach used at a regional comprehensive university to demonstrate how a student advising center can improve fiscal stability by increasing retention and graduation rates. thereby increasing appropriations when based on an enrollment-driven formula.

scholarly journals Measuring, Manipulating, and Predicting Student Success: A 10-Year Assessment of Carnegie R1 Doctoral Universities Between 2004 and 2013

2019 ◽  
Vol 21 (1) ◽  
pp. 119-141 ◽  
Author(s):  
Nathaniel L. Wade
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Graduation Rates ◽  
Quantitative Research ◽  
Current System ◽  
Operational Definition ◽  
Retention Rates ◽  
Institutions Of Higher Education ◽  
Doctoral Universities ◽  
Retention And Graduation Rates

Student success measurements for 4-year institutions of higher education are a topic of importance for numerous stakeholders including prospective and current students, parents, staff, faculty, administrators, governing boards, policymakers, and citizens. Common measures of student success are retention rates and 4- and 6-year graduation rates. However, the standardization, accuracy, and reporting of these rates are less than scientific due in part to the operational definition provided by the federal government for reporting graduation rates. The current system for reporting retention and graduation rates are flawed. As accountability continues to increase for institutions of higher education, this analysis provides comparative, qualitative, and quantitative research with the goal of informing and assisting universities, as they strive to increase the rates at which their students succeed. A particular emphasis will be placed on an empirical analysis over a 10-year period of time for retention and graduation rates of 115 Carnegie R1 doctoral universities.

Sign in / Sign up

Export Citation Format

Share Document