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.

scholarly journals Bridging the Gap Between Access and Persistence in Higher Education in the Caribbean

2017 ◽  
Vol 1 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Saran Stewart ◽  
Nicola Paterson ◽  
Shenhaye Ferguson
Keyword(s):  
Higher Education ◽  
Graduation Rates ◽  
Large Population ◽  
Returning Students ◽  
Retention Rates ◽  
Full Time ◽  
Predominantly Minority ◽  
Experience Survey ◽  
The Individual ◽  
Retention And Graduation Rates

Currently, Caribbean higher education institutions benefit from relatively high retention rates among students, however they have seen a rise in low on-time, graduation rates. Given this context, this study applies Tinto’s theoretical framework (1975) for understanding and identifying the causes of low student retention and graduation rates at a regional university in Jamaica. Within a United States context, this institution would be considered a predominantly minority-serving institution such as historically black colleges and universities (HBCU) given its large population of Black students. Analysing data from the university’s Student Experience Survey, the results indicate that, academic performance and financial issues were leading factors to non-returning students and low graduation rates. The findings reflect that full-time status is the strongest predictor of GPA and on-time graduation. To bridge the gap between access and persistence, we suggest strategies to improve issues of inequities and academic engagement at both the individual and institutional level.

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.

Navigating student success: learning from the higher education landscape

2019 ◽  
Vol 47 (3) ◽  
pp. 207-223
Author(s):  
Lynn Deeken ◽  
Meggan Press ◽  
Angie Thorpe Pusnik ◽  
Laura Birkenhauer ◽  
Nate Floyd ◽  
...  
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Student Success ◽  
Design Methodology ◽  
Institutions Of Higher Education ◽  
Content Type ◽  
Shared Interest

Purpose This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally. Design/methodology/approach Librarians from nine different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives. Findings The contributed pieces are collected together and display a shared interest in defining “student success,” aligning strategic planning with student success initiatives and establishing (and assessing) strong infrastructure to support student success. Originality/value These examples help us observe what is happening throughout higher education and see potential paths forward at our own institutions engaged in this work.

scholarly journals Productivity of the millennial generation in institutions of higher education

2019 ◽  
pp. 34-43
Author(s):  
Ana Rosa Navarro-Hernandez ◽  
Alberto Merced Castro-Valencia
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Organizational Climate ◽  
Baby Boomers ◽  
Millennial Generation ◽  
Quantitative Research ◽  
Institutions Of Higher Education ◽  
Theoretical Support ◽  
Pilot Sample ◽  
The Relationship

General objectives: evaluate the relationship that exists between job satisfaction, organizational climate and leadership within higher education institutions in the Metropolitan Area of Guadalajara. Specific: analyze the relationship between job satisfaction and productivity in the millennial generation (GM), analyze the relationship between the labor climate and productivity (GM) and analyze the relationship between leadership and productivity (GM). Methodology: It is about making a comparison between the generations: millennial (1980-2000), baby boomers (1945-1965), "X" (1965-1980) and "Z" (2000-present), it is a theoretical support of articles, a quantitative research is carried out, in which up to now the application of 50 instruments has been carried out in a simple random pilot sample which gathered people of all ages who are currently responding at the Autonomous University of Guadalajara. Contributions The theory aims to contribute to the generation of a model on the characteristics that millennials are interested in their work. In the methodological aspect a specific instrument is used for each variable: job satisfaction in Meliá and Peiró (1998), organizational climate of Koys and Decottis (1991), leadership of Bargavi, Paul & Samuel (2006) and for productivity Sources (2012).

Culturally Responsive Mentoring Programs

2021 ◽  
pp. 139-148
Author(s):  
John E. Queener ◽  
Bridgie A. Ford
Keyword(s):  
Higher Education ◽  
African American ◽  
Graduation Rates ◽  
African American Males ◽  
Culturally Responsive ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Predominately White ◽  
White Institution ◽  
Retention And Graduation Rates

Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.

scholarly journals Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy

2020 ◽  
Vol 4 (1) ◽  
pp. 16-33
Author(s):  
Suanne Gibson ◽  
Alison Cook-Sather
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Success ◽  
International Research ◽  
Status Quo ◽  
Institutions Of Higher Education ◽  
Student Agency ◽  
Policy Practice ◽  
The Status ◽  
Individual Success

Despite changes prompted by global legalisation and policy developments for social justice and inclusion, many institutions of higher education remain driven by neoliberal values, an endemic culture of performativity, and an emphasis on individual success. These phenomena inform, disfigure, and invert inclusion and equality in policy, practice, and outcome. In response, we propose politicised compassion fostered through pedagogical partnership as a political and social justice reaction to the status quo. This paper explores this proposal, grounding it in international research studies on student experience, partnership, and equality. The work’s novelty is in its advancement of Zembylas’ (2013) work on “critical compassion” through what we term politicised compassion with the goal of enabling sustained student agency, student success, and the creation of active, considerate citizens. Our work invites critical considerations of where such a discourse for meaningful social justice and equality can take place within the academy.

scholarly journals Mitigating Barriers to Persistence: A Review of Efforts to Improve Retention and Graduation Rates for Students of Color in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 118 ◽  
Author(s):  
Tachelle Banks ◽  
Jennifer Dohy
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Graduation Rates ◽  
Students Of Color ◽  
Higher Learning ◽  
Barriers To Success ◽  
Institutions Of Higher Learning ◽  
Retention And Graduation Rates ◽  
Systemic Barriers

This literature review highlights barriers to persistence, retention, and graduation for students of color at institutions of higher learning. Successful strategies, approaches, and initiatives are discussed with consideration to deficit and strengths-based approaches. It is also highlighted that universities may need to address programmatic barriers within the institutions that may exacerbate systemic barriers to success for students of color in higher education.

scholarly journals Supplemental Instruction: Understanding Academic Assistance in Underrepresented Groups

2017 ◽  
Author(s):  
Erin Michelle Buchanan ◽  
Kathrene D Valentine ◽  
Michael Frizell
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Graduation Rates ◽  
Supplemental Instruction ◽  
Grade Point Averages ◽  
Retention Rates ◽  
Grade Point ◽  
Academic Assistance ◽  
Course Grades ◽  
Comparison Groups

Student retention rates are increasingly important in higher education. Higher education institutions have adopted various programs in the hopes of increasing graduation rates and grade point averages (GPAs). One of the most effective attempts at improvement has been the Supplemental Instruction (SI) program. We examined our SI program on three facets: attendance, attendance’s influence on final scores, and graduation rates for students who had participated in these courses. These questions were also investigated focusing on specific comparison groups, as we looked into how these effects differed for Minority students and nontraditional students, when compared to their White and traditional peers. Overall, SI attendance led to positive outcomes: increased final course grades and graduation rates, even after adjusting for previous achievement.

Gender and Self-Selection Among Engineering Students

2015 ◽  
Vol 4 (1) ◽  
pp. 14-21
Author(s):  
Maci Cook ◽  
Justin Chimka
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Success ◽  
Graduation Rates ◽  
Engineering Students ◽  
Demographic Variables ◽  
Female Students ◽  
Self Selection ◽  
Disproportionate Number ◽  
First Time

Gender and graduation rates of first time engineering college students have been analyzed as a function of academic and demographic variables in order to investigate the hypothesis that an advantage to women with respect to student success might be attributed to their socioeconomic advantages as a student population. The authors present descriptive, graphical, and model-based evidence to support their ideas about gender and self-selection driven by other demographic factors that leave a disproportionate number of women out of higher education, but create a group of female students more likely than their male counterparts to succeed.

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