Maximizing Retention and Progression to Graduation in Online Programs

This chapter uses the literature on student retention in online programs as a foundation to present a case study illustrating how a well-designed, affordable and high-quality online program substantially increased access, retention rates, and progression to graduation. The case study covers how, by using the principles of designing with the end in mind. The University of Texas at Arlington College of Nursing and Health Innovation (CONHI) developed and implemented a highly successful, award-winning online Bachelor of Science in Nursing (BSN) completion program for registered nurses (RN) who had entered the profession through an associate degree program. This RN-to-BSN program was specifically designed to overcome issues known to impact enrollment and completion in nursing programs by leveraging technology and the best practices for online education. The case study also explores how best practices in online education were incorporated into the development of the RN-to-BSN program.

Study Abroad Effect on Retention and Student Success

This chapter discusses the positive correlations between study abroad and student success broadly, as well as the ways in which study abroad programs operate from a student success model. Both may help influence home-campus practitioners in working with all students. First, this chapter will first focus on the history of study abroad within higher education to contextualize it specifically relating to retention and student success. Second, the chapter will focus on the positive, and not often discussed, positive relationship between student retention and graduation rates correlated to study abroad. Third will be a section devoted to exploring the research findings of the high-impact nature of study abroad linked to learning outcomes, as data shows deep student learning, including self-reflection, which could be indicators of student success. Finally, the chapter will draw correlations between these topics and international on-site models of student success to support this transformational and challenging experience for students.

Coaching Based on the Hope Model to Address Student Success in South Korean Educational Institutions

South Korea is one of the highest achieving education countries in the world. However, there are several factors that inhibit South Koreans from realizing their full potential. South Korean students exhibit low scores on a number of learning and success measures, including low satisfaction with education and career prospects, low numbers of positive feelings and high numbers of negative feelings on a range of measures such as, poor family connections and poor social connections. These factors contribute to high depression rates and high rates of suicide among young adults. The depressive states that are common among young South Koreans can be addressed using a Hope Theory based professional coaching intervention to generate and then support more positive feelings about education and personal and professional goals. The combined approach can significantly and positively impact depressive issues and address student confidence, motivation, and learning ability. Thereby, leading to improved metrics on a wide range of life and educational satisfaction indexes.

Supporting At-Risk, Underrepresented, and Female Undergraduate Students to Advance Directly to an MBA

This Chapter explores the reasons for and provides a range of ways for faculty members, staff and administrators to build a bridge that will encourage and help a higher number of at-risk, underrepresented and female students matriculate directly into the MBA program upon completion of an undergraduate degree. First, the chapter will provide data driven reasons why it is in the best interest of at-risk, underrepresented minority and female students to pursue a graduate degree. Second, it will provide concrete and proven examples of how to help these student's move directly from undergraduate degrees into the MBA program. The examples of how to encourage this direct pathway fall into three categories: faculty focus, curriculum design and university-wide systems.

The Role of Values, Beliefs, and Culture in Student Retention and Success

Culture is comprised of a shared set of values and beliefs, and is known to contribute to organizational success. But how do these factors contribute to individual success within the framework of academia? The purpose of this chapter is to better understand the intersection of values, beliefs, and culture within the area of student retention and success in higher education. As both universities and colleges struggle to identify aspects to increase graduation completion rates in various environments, it is essential to examine the most basic factors that often contribute significantly to this area. This chapter defines individual values and beliefs, the development of shared values, beliefs and culture, the impact of each, and the role of each within the larger topic of student retention and success.

Communication as a Retention Factor in Online Course Delivery

Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.

From Cramming and Convenience to Engagement and Retention

Online learning has shown persistent and unrelenting growth over the past few years and serves a wide variety of modern educational needs. However, attrition can be a troublesome phenomenon unless course designers and instructors develop methods of engaging students through use of the Four Pillars discussed in this chapter. The strategies and tactics associated with and springing from these Pillars will go a long way in retaining students in online programs. Face-to-face instructional methods simply will not work in the online environment, and the innovative methods discussed in this chapter will yield student engagement and completion of their educational goals.

Boosting Retention Through a Foundation of Academic Advising

While there is no direct causal link between academic advising and increased student persistence, the role of the academic advisor can be key to an institution's success. This chapter examines one university's approach to redesigning the academic advising model from the ground up and committing to a philosophy of continuous improvement in academic advising, retention and student success. A decade in the making, the tools and approaches created through this process now play an important part in the institution's success and can be a road-map for other institutions to follow as they aspire to revise and improve their academic advising models and to improve student success.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Looking Beyond the Academic Institution for Retention and Student Engagement Models

Student engagement, retention, and success are not issues limited to traditional academic settings. Corporations and non-traditional business entities allocate significant resources to identify and develop viable solutions that positively impact employee engagement, retention and success. While most corporate training and employee development programs are driven by corporate mandates to improve efficiency and cost containment, the most dynamic retention and student success elements within these programs deserve further study and exploration. Indeed, the possible transfer of these effective retention and student success elements from the corporate training and development space to other learning, training and student development settings, can yield significant benefits to any institution or organization that seeks to improve its initiatives focused on training and education.