High nursing student attrition rates cost UK £57 million a year

2006 ◽  
Vol 20 (23) ◽  
pp. 6-6 ◽  
Author(s):  
Adele Waters
Keyword(s):  
Nursing Student ◽  
Student Attrition ◽  
Attrition Rates

How Mentors Can Improve Online Graduate Student Attrition Rates

eLearn ◽  
2015 ◽  
Vol 2015 (1) ◽  
Author(s):  
Narjis Hyder ◽  
Judith Gilliam
Keyword(s):  
Graduate Student ◽  
Student Attrition ◽  
Attrition Rates

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

2019 ◽  
Vol 35 (4) ◽  
pp. 235-250
Author(s):  
Samar Aad Makhoul
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Student Attrition ◽  
Faculty Members ◽  
Faculty Retention ◽  
Regional Accreditation ◽  
Learning Enhancement ◽  
Attrition Rates ◽  
Content Type

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

scholarly journals Faculty/librarian collaborations enhance doctoral student success: Strategies for retention and graduation

2018 ◽  
Vol 79 (10) ◽  
pp. 560
Author(s):  
Yu-Hui Chen
Keyword(s):  
Doctoral Students ◽  
Undergraduate Students ◽  
Meta Analysis ◽  
Doctoral Student ◽  
The United States ◽  
Student Attrition ◽  
Success Strategies ◽  
Doctoral Study ◽  
Attrition Rates ◽  
Retention And Graduation Rates

Doctoral study is perhaps the most rigorous educational experience anybody can have. In higher education, a great amount of effort has been focused on increasing retention and graduation rates of undergraduate students. Yet, there has been little discussion about effective qualitative measures for retaining and graduating doctoral students. This neglect masks the reality that doctoral student attrition rates in the United States have been problematic for several years. A meta-analysis conducted in 2001 showed that about 50% to 71% of doctoral candidates in the humanities did not complete their degrees.1

I Graduated. . . . Now What?

2021 ◽  
pp. 1-27
Author(s):  
Karis LeToi Clarke
Keyword(s):  
Graduate Student ◽  
Lived Experiences ◽  
Early Adulthood ◽  
Doctoral Degree ◽  
Degree Program ◽  
Student Attrition ◽  
Career Stage ◽  
Attrition Rates ◽  
Career Placement ◽  
Professional Degree

This chapter is a reflection upon the author's journey from completing a professional degree program until present day. It is the intent of the author to share lived experiences of a professional who has completed the doctoral degree with emerging completers, and those new to the profession. Having a relationship with multiple mentors can significantly enhance development in early adulthood and in the mid-career stage of the more experienced person. Existing research tends to focus on how mentoring can influence graduate student attrition rates. However, there is little evidence that researchers have approached the issue of navigating career placement after the doctoral degree. The aim of this chapter is to provide an overview of how new doctoral completers can be supported in post-doctoral career placement.

scholarly journals Outlook on Student Retention in Higher Education University Reforms in Morocco

2017 ◽  
Vol 5 (2) ◽  
pp. 53
Author(s):  
Zoulal Mansouri ◽  
Mohamed El Amine Moumine
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Student Attrition ◽  
Drop Out ◽  
University Education ◽  
Attrition Rate ◽  
Education Reforms ◽  
Emergency Plan ◽  
Attrition Rates ◽  
Higher Education Reforms

High student attrition rates at university have become one of the most challenging issues in higher education worldwide in the last five decades. Moroccan universities are no exception. At-risk students drop out of studies for a plethora of reasons, and the attrition rate is increasing despite the efforts made in education reforms carried out since 1999. This article reviews the most important components of the higher education reforms that have been adopted in Moroccan higher education in their endeavor to enhance student retention in university. These components are chronologically reviewed, first in the National Charter of Education and Training (NCET) launched in 1999, second in the Emergency Plan conducted in 2009-2012, and finally in the latest Strategic Vision of Reform 2015-2030. It is concluded that more efforts are necessary to strike a balance between quantity and quality in terms of student retention in university education. 

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