Student Retention and Degree Completion: The Moderating Effects of Institutional Factors

2021 ◽  
pp. 1-9
Author(s):  
Gang Peng ◽  
Yi (Jenny) Zhang
Keyword(s):  
Student Retention ◽  
Degree Completion ◽  
Institutional Factors ◽  
Moderating Effects

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

Transformational Learning in First-Year Australian Preservice Primary Teacher

2019 ◽  
Vol 17 (4) ◽  
pp. 299-317
Author(s):  
Geoffrey Lummis ◽  
Graeme Lock ◽  
Clare Freeman ◽  
Catherine Anne Ferguson
Keyword(s):  
Student Retention ◽  
Degree Completion ◽  
Transformational Learning ◽  
Online Survey ◽  
Phase 1 ◽  
Primary Teacher ◽  
First Year ◽  
Student Identity ◽  
Transformational Learning Theory ◽  
Semistructured Interviews

The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

scholarly journals Analyzing the Findings of the Saudi Research on Student Attrition in Higher Education

2016 ◽  
Vol 9 (8) ◽  
pp. 184 ◽  
Author(s):  
Othman Aljohani
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Empirical Data ◽  
Student Attrition ◽  
Academic Institution ◽  
Retention Rates ◽  
Institutional Factors ◽  
Comprehensive Review ◽  
Tertiary Institutions

<p class="apa">This paper presents a comprehensive review of the available literature on student attrition in Saudi higher education context. Despite the reported low student retention rates in Saudi tertiary institutions, student attrition remains an under-researched phenomenon. Thus, this paper aims to trace and collect all the available studies that addressed the issue of low student retention in the Saudi in higher education and to present and analyse their findings. This will help in providing evidence and empirical data that give a clearer view of the problem and pave the way for the future researchers as well as allowing for suggestions towards more effective plans and solutions. The student attrition factors reported in the reviewed Saudi studies were classified under personal, academic, social and institutional categories. However, the students’ low academic abilities and institutional factors were the most common across all of the studies. These factors relate to students’ experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities.</p>

Estimating Degree Attainment Rates of Freshmen: A Campus Perspective

2005 ◽  
Vol 7 (1) ◽  
pp. 91-115 ◽  
Author(s):  
Marisol Arredondo ◽  
Saskia Knight
Keyword(s):  
Student Retention ◽  
Degree Completion ◽  
Graduation Rate ◽  
Degree Attainment ◽  
Higher Education Research ◽  
Completion Rates ◽  
Proactive Approach ◽  
Percentage Points ◽  
Actual Degree ◽  
Race Ethnicity

While Chapman University's six-year graduation rate has been increasing steadily in the last few years, the institution continues to seek better ways to retain its students. Accordingly, our attention has focused on trying to identify freshman students who are more likely to be retained and those who are likely to depart college prior to degree completion. Using the models developed by the Higher Education Research Institute (HERI), Chapman University's four- and six-year estimated degree completion rates were computed and compared to the actual rates. The four- and six-year estimated and actual degree completion rates differed by only 0.6 and 6.3 percentage points, respectively. The models presented by Astin and Oseguera (2002)1 allow us to explore a variety of student characteristics (i.e., gender, race/ethnicity, in- and out-of-state status, admit status, and GPA) when examining estimated and actual degree completion rates and provide us with an opportunity to take a proactive approach to student retention on our campus.

The Nature of Exemplary Doctoral Advisors' Expectations and the Ways They May Influence Doctoral Persistence

2009 ◽  
Vol 11 (3) ◽  
pp. 323-343 ◽  
Author(s):  
Benita J. Barnes
Keyword(s):  
Student Retention ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Programs ◽  
Attrition Rate ◽  
Doctoral Persistence ◽  
Doctoral Attrition ◽  
Doctoral Student Retention ◽  
Doctoral Advisors ◽  
The Relationship

The high attrition rate from doctoral programs has been called a “hidden crisis” in graduate education (Lovitts & Nelson, 2000). Previous research has identified a constellation of factors that may contribute to doctoral attrition. However, the literature suggests that one of the most powerful influences on doctoral persistence is the relationship doctoral students develop with their advisors (Berg & Ferber, 1983; Ferrer de Valero, 2001; Girves & Wemmerus, 1988). Although there is a growing body of literature that has explored the advisor-advisee relationship with respect to persistence, little attention has been given to the examination of the expectations that advisors have of their advisees and how these expectations might impact degree completion. Therefore, this exploratory qualitative study examined the expectations that 25 exemplary advisors have of their doctoral advisees. Findings revealed 5 specific expectations advisors hold that, if met, could lead to improved doctoral student retention.

scholarly journals A critical reflection on a research partnership

2018 ◽  
Vol 9 (3) ◽  
pp. 1-12
Author(s):  
Nick Zepke ◽  
Linda Leach
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Retention ◽  
Student Learning ◽  
Critical Reflection ◽  
Institutional Factors ◽  
Research Partnership ◽  
The Third ◽  
Diverse Backgrounds ◽  
The Impact

This critical reflection asks what contributions a research partnership, active between 1997 and 2014, made to knowledge about student learning in higher education. It focuses on three overarching projects. The first, on assessment, addressed ways to empower students in assessment processes and make them fairer for students from diverse backgrounds. The second, on student retention and success, identified ways for students to integrate into higher education while also advocating that institutions adapt their cultures and practices to meet the needs of students from diverse backgrounds. The third, on student engagement, attracted considerable interest for a conceptual organiser of this complex construct. It included ten proposals for action and recognised the impact of non-institutional factors on engagement. It also found that engagement is best researched within institutions. A critical reflection on the influences of the projects suggests that their impact on assessment was negligible. However, the retention and engagement projects have influenced mainstream thinking.

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