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.

Academic Advising and International Collaboration Agreements

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Georgina Argüello
Keyword(s):  
Dominican Republic ◽  
Doctoral Students ◽  
Graduation Rates ◽  
Quantitative Study ◽  
Academic Advising ◽  
International Collaboration ◽  
Doctoral Program ◽  
Program Support ◽  
Retention And Graduation Rates

The purpose of this quantitative study was to examine and compare the retention and graduation rates of students in a doctoral program in Education that holds collaboration agreements with institutions in Colombia, Mexico, and the Dominican Republic. Results reveal that the number of years to graduate from the program averaged 7.7 years. Seventy-five percent of the participants from Colombia graduated within four years, whereas 75% of participants in the Dominican Republic graduated within 6.7 years. Findings also highlight the importance of program support from academic advising personnel to assist doctoral students in completing their degrees on time.

scholarly journals Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention

2013 ◽  
Vol 33 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Hadyn K. Swecker ◽  
Matthew Fifolt ◽  
Linda Searby
Keyword(s):  
Student Retention ◽  
Quantitative Study ◽  
Academic Advising ◽  
First Generation ◽  
First Generation College Students ◽  
Academic Advisor ◽  
Research Institution ◽  
Academic Standing ◽  
Enrollment Status ◽  
First Generation College

For this quantitative study, we used a multiple logistic regression technique to investigate the relationship between the number of meetings with an academic advisor and retention of first-generation students, as represented by enrollment status and academic standing at a large, public research institution in the Southeast. Consistent with previous studies and student retention literature, the number of advisor meetings (independent variable) was a significant predictor of student retention. Findings from this study suggest that for every meeting with an academic advisor, the odds that a student will be retained increase by 13%.

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

2012 ◽  
pp. 37-54
Author(s):  
Gita Wijesinghe Pitter ◽  
William Hudson
Keyword(s):  
Student Retention ◽  
Graduation Rates ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Large State ◽  
Retention And Graduation Rates ◽  
Taking Action ◽  
Black Colleges And Universities

Increasing student retention and graduation is one of the most difficult challenges facing Traditionally Black Colleges and Universities (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.

Reaching hard to reach students through student learning communities

2017 ◽  
Vol 3 (1) ◽  
pp. 259
Author(s):  
Patrick Blessinger
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Satisfaction ◽  
Student Learning ◽  
Graduation Rates ◽  
First Year ◽  
Time Period ◽  
The Many ◽  
Retention And Graduation Rates

 Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.

Why Ethnic Studies

2020 ◽  
Vol 43 (3) ◽  
pp. 86-102
Author(s):  
Amy Sueyoshi ◽  
Sutee Sujitparapitaya
Keyword(s):  
Graduation Rates ◽  
San Francisco ◽  
Asian American ◽  
Ethnic Studies ◽  
The United States ◽  
Institutional Research ◽  
State University ◽  
American Indian Studies ◽  
Retention And Graduation Rates ◽  
The University

While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

The Effect of Managerial Competencies, Compesation and Career Planning Toward Employee Performance Through Job Satisfaction at PT. Bank BTPN Tbk Mikro Banking Division (MUR) Pekanbaru Branch.

2019 ◽  
Vol 6 (1) ◽  
pp. 17-21 ◽  
Author(s):  
Muhammad Arif
Keyword(s):  
Job Satisfaction ◽  
Path Analysis ◽  
Career Planning ◽  
Employee Performance ◽  
Hypothesis Test ◽  
Influence Factors ◽  
Research Data ◽  
Test Reliability ◽  
Managerial Competencies ◽  
Normality Test

This aim of research is to know the effect of implementation managerial competencies, compensation and career planning toward employee performances through Job satisfaction at PT. BANK BTPN Tbk Micro Banking Division (MUR) Pekanbaru Branch. The number of populations in this research was 71 employee at PT. Bank BTPN Tbk Micro Banking Division (MUR) Branch Pekanbaru. According to sampling qualification, all of population will be used for sampling research. Data collecting method employed questioner within conducted validity test, reliability test. Hypothesis test employed normality test, linierity test, Multicolinearity test, path analysis, F test, and test t. The result of this research found that : 1) there is a significant effect of managerial competencies toward job satisfaction with path analysis of 0,234; 2) there is a significant effect of compensation on job satisfaction with path analysis of 0,233; 3) there is significant effect of career planning on job satisfaction with path analysis of 0,237; 4) there is a significance effect of managerial competencies on employee performance with path analysis of 0,339; 5) there is a significance effect of compensation on employee performance with path analysis of 0,264; 6) there is a significance effect of career planning on employee performance with path analysis of 0,222; 7) there is a significance effect of job satisfaction on employee performance with path analysis of 0,208. This research also found that the most influence factors is the managerial competencies.

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