scholarly journals Improving Higher Education Productivity and Its Measurement: Linking Productivity and Student Success in Australia

2018 ◽  
Vol 7 (1) ◽  
pp. 107-128
Author(s):  
Kenneth Moore
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Qualitative Methods ◽  
Student Outcomes ◽  
Success Factors ◽  
Research Effort ◽  
Leverage Points ◽  
Productivity Estimation ◽  
Student Success Factors ◽  
Institutional Productivity

Abstract The current research explores links between university productivity and student success in Australia. Interviews were conducted with 15 stakeholders and experts on the topic of higher education productivity. The research uses qualitative methods to identify instances when participants discussed institutional productivity in conjunction with student success factors. Four common themes emerged that linked institutional productivity to student success: “Student experience and engagement,” “attrition, retention and progression,” “cross-subsidies,” and “teaching-research effort.” Findings reveal two feasible options for improving productivity estimation for the education function of universities. Findings also reveal leverage points for intervention to improve student success and productivity. The research highlights where mutual interests lie for managing resources and facilitating better student outcomes.

scholarly journals Excellent Outcomes for All Students: A Whole System Approach to Widening Participation and Student Success in England

2020 ◽  
Vol 11 (1) ◽  
pp. 1-11
Author(s):  
Liz Thomas
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Retention ◽  
Student Outcomes ◽  
System Approach ◽  
National Policy ◽  
Policy Framework ◽  
Widening Participation ◽  
Teaching Excellence ◽  
Policy Context

This article is about improving student retention and success to achieve excellent outcomes for all students. It draws on research undertaken by the author about student engagement and belonging; differential engagement and success, with a particular focus on commuter students, who experience intersectional disadvantage; and the development of a whole institution approach (WIA) to widening participation and student success. The research has been undertaken in England, and is situated within this policy context, in particular two national policy tools: Access and Participation Plans (APP) and the Teaching Excellence and Student Outcomes Framework (TEF), which all higher education providers are required to engage with if they wish to charge fees above certain thresholds. The article demonstrates how in England both the policy framework and higher education institutions are working towards a system-wide approach to achieve excellent outcomes for all students, irrespective of their background or circumstances.

Student Success Factors: Identifying Key Predictors

2006 ◽  
Vol 81 (6) ◽  
pp. 328-333 ◽  
Author(s):  
Ainin Sulaiman ◽  
Suhana Mohezar
Keyword(s):  
Student Success ◽  
Success Factors ◽  
Student Success Factors

Student Success Factors in a Nurse Practitioner Program

2021 ◽  
Author(s):  
Aijun Anna Li ◽  
Jennie C. De Gagne ◽  
Valerie Howard ◽  
Deirdre Thornlow ◽  
Benjamin S. Smallheer ◽  
...  
Keyword(s):  
Student Success ◽  
Nurse Practitioner ◽  
Success Factors ◽  
Student Success Factors

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

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