Characterizing Nonreturning College Students and Their Departure Intentions

2021 ◽  
pp. 152102512110562
Author(s):  
Dustin K. Grabsch ◽  
Lauren Sutro O’Brien ◽  
Caroline Kirschner ◽  
Dedeepya Chinnam ◽  
Zak Waddell ◽  
...  
Keyword(s):  
College Students ◽  
Research Method ◽  
Retention Rates ◽  
Private Institutions ◽  
University Administrators ◽  
Exit Interviews ◽  
Exit Survey ◽  
Retention Initiatives ◽  
University Experience ◽  
Drop Outs

Success for 4-year universities is often measured by graduation and retention rates; however, gaps exist in understanding nonreturning students at private institutions. Recent research is helping to build the lexicon of drop-outs, stop-outs, opt-outs, and transfer-outs to inform strategic retention initiatives. Using an action research method, we characterized 1,091 students into designated subclasses and utilized exit interviews, advising notes, and university surveys to theme their departure intentions. Findings reveal transfer-outs to be the largest subclass, with departure reasons being summarized within themes of university experience and fit, health, academic, and financial. Recommendations are made for university administrators and retention offices related to exit survey questions, broadening success metrics, and to focus on specific student characteristic groups.

“If I Hadn’t Had that Support System, I Think I Would Have Dropped Out by Now”: Parental Support in College and its Implications for Student Adjustment

2021 ◽  
pp. 0192513X2110444
Author(s):  
Marta Benito-Gomez ◽  
Grace Y. Lee ◽  
Amy L. McCurdy ◽  
Anne C. Fletcher
Keyword(s):  
College Students ◽  
Parental Support ◽  
College Adjustment ◽  
Qualitative Interviews ◽  
Parental Engagement ◽  
Retention Rates ◽  
Student Adjustment ◽  
Mothers And Fathers ◽  
Key Factor ◽  
Levels Of Support

Understanding college students’ perceptions of parental support and its impact on student adjustment have important implications for maximizing retention rates within higher education institutions. College students ( N = 53) participated in qualitative interviews focused on students’ perceptions of mothers’ and fathers’ support during college and its impact on college adjustment. Holistic coding interviews indicated three different classifications of parents based on levels of support: supportive, ambivalent, and unsupportive. Students indicated that their parents continued to be the main source of support and a key factor that supports their adjustment during the college years. In contrast, students who did not receive such support expressed having difficulties continuing working toward their degree. Students’ narratives also indicated that mothers and fathers provided support in different ways. These findings have important implications for practice, and in particular how high education institutions can promote adjustment and retention rates by encouraging parental engagement.

Gratification, Loneliness, Leisure Boredom, and Self-Esteem as Predictors of SNS-Game Addiction and Usage Pattern Among Chinese College Students

2019 ◽  
pp. 613-629
Author(s):  
Selina Xingyuan Zhou ◽  
Louis Leung
Keyword(s):  
College Students ◽  
Mainland China ◽  
Self Esteem ◽  
Future Research ◽  
Usage Pattern ◽  
University Administrators ◽  
Chinese College Students ◽  
Game Addiction ◽  
Leisure Boredom ◽  
Sns Games

This study investigated the relationships between perceived social network sites (SNS)-game addiction and gratifications, loneliness, leisure boredom, self-esteem, and usage of SNS-games. Data were gathered from a sample of 342 college students aged 18 to 22 in mainland China. Factor analysis yielded a three-factor gratifications structure (achievement, inclusion, and entertainment) based on the 11 motives for playing an SNS game obtained in a focus group. As hypothesized, loneliness and leisure boredom were found to be significant predictors of the level of SNS-game use and likelihood of addiction. SNS-game addicts tended to be male, lonely, often leisurely bored, and motivated by winning virtual money and gaining a sense of achievement. However, self-esteem was not a significant predictor. Implications for university administrators and suggestions for future research were discussed.

Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

2018 ◽  
Vol 22 (3) ◽  
pp. 441-463
Author(s):  
Christian A. Latino ◽  
Gabriela Stegmann ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
...  
Keyword(s):  
College Students ◽  
Financial Aid ◽  
First Generation ◽  
First Generation College Students ◽  
Achievement Gaps ◽  
Accelerated Learning ◽  
Retention Rates ◽  
First Year ◽  
Grade Point ◽  
First Generation College

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

scholarly journals Integrating Research Skills Training into Non-Research Methods Courses.

2014 ◽  
Vol 7 (1) ◽  
pp. 76
Author(s):  
Jules Woolf
Keyword(s):  
Research Methods ◽  
Research Method ◽  
Skills Training ◽  
University Administrators ◽  
Short Discussion ◽  
Methods Courses ◽  
Research Skills ◽  
Classroom Strategies ◽  
Teaching Research ◽  
Study Participants

Research skills are a valued commodity by industry and university administrators. Despite the importance placed on these skills students typically dislike taking research method courses where these skills are learned. However, training in research skills does not necessarily have to be confined to these courses. In this study participants at a Cracker Barrel session (a series of short discussion sessions) discussed the issue of teaching research skills in non-research methods courses. Specific classroom strategies were identified along with issues related to the concept of research and the development of a research ethos among students and faculty.

scholarly journals Interaction Design Research Of Suitable For Student Travel APP

2021 ◽  
Vol 275 ◽  
pp. 03045
Author(s):  
Wen Ming Liu ◽  
Pei Lei Zhang
Keyword(s):  
College Students ◽  
Mobile Phone ◽  
Travel Time ◽  
Interaction Design ◽  
Design Research ◽  
Tourism Industry ◽  
New Era ◽  
Local Police ◽  
University Experience ◽  
Student Travel

In recent years, with the use of mobile phone APPs, more and more people like to use tourism APPs when traveling, and the tourism industry also enters a new era of wireless tourism. College students are a huge tourist group. This paper will summarize an APP suitable for students’ tourism through the analysis of tourism APPs and tourist groups. This APP will make travel plans based on the student’s time, including travel time, travel residence, travel strategy, travel expenses, tour groups, etc. It also includes working with schools and local police to keep students safe. There should be such an APP for student travel to make it convenient for students to travel, enrich their university experience, and make student travel safer and more convenient.

scholarly journals Honors College Students' Adjustment Factors and Academic Success: Advising Implications

2018 ◽  
Vol 38 (2) ◽  
pp. 20-30
Author(s):  
Christina Clark ◽  
Alan Schwitzer ◽  
Tisha Paredes ◽  
Tim Grothaus
Keyword(s):  
College Students ◽  
Academic Success ◽  
College Choice ◽  
Retention Rates ◽  
Honors Students ◽  
Honors College ◽  
First Semester ◽  
Self Confidence ◽  
Adjustment Factors ◽  
Honors College Students

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

2012 ◽  
pp. 13-27
Author(s):  
Pamela M. Golubski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web 2.0 ◽  
Faculty Members ◽  
Retention Rates ◽  
Campus Community ◽  
Interactive Technologies ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

Learning Communities: A Sound Investment in Higher Education

2021 ◽  
pp. 152102512110677
Author(s):  
Kabongwe (KB) Gwebu ◽  
Jonathan Compton ◽  
Kyle Holtman ◽  
Aurelia Kollasch ◽  
Jennifer R Leptien ◽  
...  
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Outcomes ◽  
University Administrators ◽  
Financial Return ◽  
Policy Makers ◽  
College Leaders ◽  
Retention Initiatives ◽  
Specific Retention ◽  
The Impact

University and college leaders are tasked with enhancing student outcomes with fewer resources. Student retention is one such key outcome of interest for many policy makers as well as for university administrators. Over the years, administrators have turned to High Impact Practices (HIPs) such as Learning Communities (LCs) to aid in retention. This quantitative study explores the impact LCs have on student retention at a large R1 university in the Midwest. Additionally, the financial return on investment in LCs at this institution is measured via tuition dollars generated from students who are retained as a result of their participation in a LC at the institution. Two key findings of this study are that LCs are positively associated with increased odds of student retention, and that investing in LCs makes good financial sense. Our research contributes to the scholarship on retention attributable to LCs and provides researchers and practitioners with a “template” to evaluate the efficacy of specific retention initiatives in relation to their financial return on investments.

scholarly journals Recognizing and Supporting Students with Mental Health Disorders: The REDFLAGS Model

2015 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Michael Thomas Kalkbrenner
Keyword(s):  
Mental Health ◽  
College Students ◽  
College Counseling ◽  
Mental Health Disorders ◽  
College Campuses ◽  
Retention Rates ◽  
Negative Consequences ◽  
College Counseling Center ◽  
College Counselors ◽  
Health Disorders

<p class="2M-body">The increasing prevalence of Mental Health Disorders (MHDs) and campus violence tragedies has called attention to the issue of MHDs on college campuses. The current article provides an overview of the prevalence and severity of MHDs among college students. In addition, a review of the most common MHDs on college campuses is included. Students with MHDs are at increased risks for a variety of negative consequences. Students who received treatment for MHDs reported a more positive daily functioning and demonstrated significantly higher retention rates. However, a large proportion of the students who are living with MHDs do not receive treatment. Furthermore, college counselors typically only interact with a small proportion of the students who are living with MHDs. Faculty members have more frequent interactions with students and are a valuable resource for recognizing students who are living with MHDs. The REDFLAGS Model, an acronym that identifies eight behavioral indicators of MHDs in students is introduced. A description of how educators can use the REDFLAGS Model as a tool for recognizing signs of MHDs in their students is described. It is not recommended that educators provide treatment for MHDs to their students. Rather, educators can use The REDFLAGS Model to recognize signs of MHDs in students and support them by making referrals to the college counseling center or to other resources. A resource list of mental health support services that are available for college students is included. The resource list can be customized to include resources at specific universities in particular geographic areas.</p>

Factor Analysis of the Kirton Adaption-Innovation Inventory

1988 ◽  
Vol 66 (2) ◽  
pp. 667-671 ◽  
Author(s):  
J. Morris Beene ◽  
Paul F. Zelhart
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Factor Structure ◽  
Cultural Factor ◽  
Cross Cultural ◽  
Original Sample ◽  
University Administrators ◽  
Factor Loadings ◽  
Rule Group ◽  
Original Analysis

Kirton (7) reported that the factor structure of the Kirton Adaption-Innovation Inventory involved three factors which were labeled, (a) originality, (b) efficiency, and (c) rule-group conformity. The present study is a replication of Kirton's study, using a sample of 249 American college students and 40 university administrators. The items found in each of the three factors replicated Kirton's original analysis in items placed in each factor. This result and the similarity of factor loadings of the original sample (from England) and the present one supports the cross-cultural factor stability of the inventory.

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