Relevant bibliographies by topics / Attrition in higher education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attrition in higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Attrition in higher education"

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Tola, Mideksa, Denekew Bitew Belay, Melkamu A. Zeru, and Senait Cherie Adegeh. "Joint Modeling of Exam Results and Attrition Status of Students at Hawassa College of Education, Ethiopia." Education Research International 2022 (March 19, 2022): 1–9. http://dx.doi.org/10.1155/2022/8919604.

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Student attrition is a challenge for higher education institutions across the world. The purpose of this study was to examine the application of joint model using students’ commutative grade point average and attrition status. A total of 258 college student samples were used in this study. A mixed effect model for students’ grade point average and a Cox hazard model for students’ attrition status were modeled independently, and both submodels were modeled jointly by linking random effects through a shared parameter model. This study focused on gender issues, academic background, peer support, and residence. From the finding of this study, 26.4% were attrition, and 73.6% were retained. The estimated trend of commutative grade point average was found to be negatively associated with attrition status. The major factors that encounter students’ attritions were academic background and institutional factors.
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Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.

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Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minority students they found out that student dropout and attrition in higher education institutions was a problem with all students, not just students of color. This article summarizes and presents perspectives on the causes of attrition and the problems of the retention of students in higher education. These ideas and perspectives are based on what has been learned from research on student retention over the past two decades. Also, programmatic strategies that have been implemented at institutions are summarized as examples of student retention initiatives that have had significant impacts.
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Beer, Colin, and Celeste Lawson. "Framing attrition in higher education: a complex problem." Journal of Further and Higher Education 42, no. 4 (April 24, 2017): 497–508. http://dx.doi.org/10.1080/0309877x.2017.1301402.

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Tamrat, Wondwosen. "The indelible challenges of student attrition in Ethiopian higher education: imperatives for a closer scrutiny." Widening Participation and Lifelong Learning 24, no. 1 (April 30, 2022): 86–113. http://dx.doi.org/10.5456/wpll.24.1.86.

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Student attrition remains a serious challenge across the globe despite the extended attention it continues to draw. Given the meagre research available in the Global South, and particularly in Africa, this study was conducted to assess the status of student attrition in 15 Ethiopian public universities over the course of a decade (2007/08 – 2017). The study examined the scope, nature and causes of student attrition at the level of institutions, programmes and gender. The findings revealed that the attrition rate at Ethiopian public universities manifests a high level of wastage that goes against the national ambition of expanding higher education through wider participation and student success. Universities were found to be deficient in terms of tracking the progress of their students and developing a well-organised information system, hampering their potential for follow-up and early interventions. It is argued that closer scrutiny and robust responses are needed both at policy and institutional levels in order to bring about the improvements sought.
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Corman, June, Lynn Barr, and Tullio Caputo. "Unpacking Attrition: A Change of Emphasis." Canadian Journal of Higher Education 22, no. 3 (December 31, 1992): 14–27. http://dx.doi.org/10.47678/cjhe.v22i3.183140.

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In this paper, we critique the conceptual, methodological and ideological issues involved in the university attrition debate in both Canada and the United States and discuss the salient policy implications of attrition research for higher education in Canada. We argue that American attrition research tends to result in policy recommendations aimed at those students who have already demonstrated their ability to succeed academically without assistance. A change of emphasis that places the question of attrition in the context of the role of higher education in society, particularly in relation to the issue of equality of opportunity, is suggested.
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Jobe, Rebecca L., and Jim Lenio. "Common Ground: Addressing Attrition Across Diverse Institutions in Higher Education." Higher Learning Research Communications 4, no. 2 (June 16, 2014): 11. http://dx.doi.org/10.18870/hlrc.v4i2.209.

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<p>Student attrition is an ongoing concern in American higher education, where institutions are being increasingly held accountable for the success of the students they admit. While differences across diverse institutions exist, research suggests that there are many similarities regarding issues related to student persistence and success. In fact, this common ground presents an opportunity for common solutions. The variety of higher education institutions utilizing knowledge gained through institutional initiatives continues to identify new, better ways of serving students. This article sheds light on the known differences between institution types while recognizing the common goals of improving student persistence. The article further supports the need for additional research in this area to fully understand how the higher education community can best prepare and support students of all types, from all institutions, to reach their educational goals.</p>
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Giese, Marco. "Predicting Higher Education Grades using Strategies Correcting for Panel Attrition." Open Education Studies 2, no. 1 (October 13, 2020): 180–201. http://dx.doi.org/10.1515/edu-2020-0123.

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AbstractThis study aims to forecast the final grade of the first higher education degree which can be of considerable interest for higher education institutions to implement early warning systems, students themselves, or potential employers. The analysis is based on the National Education Panel Study (NEPS), a large German dataset covering many aspects of students’ (educational) life. Since panel attrition concerns 35% of participants the Heckman correction and the inverse probability weight (IPW) estimator are used to reduce the estimation bias. A distinction is made between two scenarios, excluding dropout students and including them with a grade of 5.0. Some predictors reveal significant parameter estimates in the first but not in the second scenario, or vice versa, which means that dropout and study performance is not driven by the same variables. To get an early prediction of grades only variables of a pre-university episode were included in the first step. Afterward, variables of the early study phase are included. For the IPW estimator, the R2 improves from 0.202 to 0.593 (dropouts included) when adding the additional variables. The best predictors are the grades at secondary school, grades in the first exams, and the type of institution.
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Mansouri, Zoulal, and Mohamed El Amine Moumine. "Outlook on Student Retention in Higher Education University Reforms in Morocco." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 53. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.53.

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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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Aljohani, Othman. "Analyzing the Findings of the Saudi Research on Student Attrition in Higher Education." International Education Studies 9, no. 8 (July 26, 2016): 184. http://dx.doi.org/10.5539/ies.v9n8p184.

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<p class="apa">This paper presents a comprehensive review of the available literature on student attrition in Saudi higher education context. Despite the reported low student retention rates in Saudi tertiary institutions, student attrition remains an under-researched phenomenon. Thus, this paper aims to trace and collect all the available studies that addressed the issue of low student retention in the Saudi in higher education and to present and analyse their findings. This will help in providing evidence and empirical data that give a clearer view of the problem and pave the way for the future researchers as well as allowing for suggestions towards more effective plans and solutions. The student attrition factors reported in the reviewed Saudi studies were classified under personal, academic, social and institutional categories. However, the students’ low academic abilities and institutional factors were the most common across all of the studies. These factors relate to students’ experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities.</p>
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Beer, Colin, and Celeste Lawson. "The problem of student attrition in higher education: An alternative perspective." Journal of Further and Higher Education 41, no. 6 (June 13, 2016): 773–84. http://dx.doi.org/10.1080/0309877x.2016.1177171.

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Dissertations / Theses on the topic "Attrition in higher education"

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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.

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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.
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Price, Jennifer Michelle. "Administrator Perceptions of How Developmental Education Impacts Student Attrition." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1230.

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Nationally and locally, developmental education students attending community colleges are not persisting at a high rate. This growing attrition problem affects many aspects of a local community college including enrollment, completion rates, and tuition revenue. The purpose of this study was to analyze community college administrators' perceptions of developmental education and how developmental education affects student attrition. The conceptual framework of this study, social constructivism, provided a foundation to better understand the role each administrator plays in this social group. A qualitative study through structured interviews was conducted, targeting 10 college administrators from 1 local community college, from each of the following college units: student affairs, academic affairs, and finance. Once data were collected through the interview process and transcribed, major themes and categories were developed by examining majority common responses to the interview questions. The findings found administrator perceptions of developmental education and how it impacts student attrition heavily focused on students' personal problems, need for improved student engagement, teaching methods, and curriculum delivery modalities that would promote student success. Success of these students is significant to the financial and enrollment sustainability of the local community college. This sustainability in terms of increased enrollment, tuition revenue, and completion rates contributes to social change within the local community college and the community by developing community members through education.
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O'Brien, Katherine F. "Success of developmental readers| An examination of factors affecting attrition and institutional practices which support retention." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618948.

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Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor.

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Simpson, Sabrina D. "A study of attrition in higher education with implications for supportive services." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=391.

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Osei, Monica A. "GED diploma graduates: Performance, persistence, and attrition in four -year postsecondary education institutions." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618577.

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Individuals who pass the General Educational Development (GED) exam often pursue higher education. Although GED diploma students tend to enroll in two-year colleges, an increasing number are enrolling in four-year postsecondary education institutions. GED diploma college students are characterized as nontraditional students and usually possess risk factors that impede academic performance and cause attrition. Collective data and analysis of their academic performance and persistence and attrition behavior is needed to determine their success in attaining a bachelor's degree.;The purpose of this study was to analyze the academic performance and persistence and attrition behavior of GED diploma undergraduates who applied directly to Virginia's public, four-year postsecondary education institutions fall 1993 and fall 1994. Data on demographic factors, first-year grade point average, and persistence and attrition behavior for Virginia GED undergraduates and a national sample of nontraditional undergraduates were analyzed and comparisons were conducted within the groups and between the groups.;Statistical tests were used to determine if relationships existed between gender and academic performance and gender and graduation. Multiple regression was utilized to determine if relationship existed between demographic variables and GPA. Discriminant analysis was used to classify first-year dropouts and six-year graduates.;Comparatively, GED diploma undergraduates do not perform as well as other nontraditional undergraduates. GED diploma undergraduates who complete more credit hours in their first-year can earn satisfactory grades and are likely to persist to a second year. Female GED undergraduates should be expected to earn higher GPAs than their male counterparts. Older GED undergraduates are more likely to achieve higher GPAs and accumulate more credit hours than younger GED undergraduates. The majority of GED undergraduates who enroll directly in four-year degree programs drop out in their first year and over time and subsequently, do not earn a bachelor's degree.
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Solarte, Carlos Alberto Florez. "A Causal-Comparative Study of Colombia's Institutional Accreditation System and Graduation, Employability, and Attrition in Higher Education." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283189.

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A causal-comparative research of Colombia’s institutional accreditation system (CIAS), specifically the assessment indicators students (S), professors (P) and relevance and social impact (RSI), and the quality of higher education as measured by student graduation rates, graduate employability rates, and student attrition rates has not been sufficiently investigated. The purpose of this study was to examine what differences, if any, exist in student graduation, graduate employability and student attrition based on accreditation status of the university (assessed using indicators of S, P and RSI). The theoretical foundation of the study was excellence in higher education (EHE) model that uses key elements to assess quality and effectiveness of higher education institutions. Data for the study’s sample, which comprised of 62 universities, 31 accredited and 31 non-accredited, were extracted from SNIES, the official source of numeric data for all of Colombia’s higher education institutions. A Mann-Whitney U test indicated greater rates for student graduation for accredited universities than non-accredited (U = 184.500; Z = -3.421; p = .001). A t-test did not show significant differences in indicators of graduate employability (t(60) = 2.200, p = .320) and student attrition rates (t(60) = 1.102, p = .283) between accredited and non-accredited universities. The findings suggest that S and RSI are valid indicators of quality within the country’s accreditation system, but there is a need to reform the indicator P, to improve university quality. Keywords: accreditation measures, student graduation, graduate employability, student attrition, university quality.

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Griffiths, II Leslie Morris Samuel. "COMPASS Placement Assessment and Student Attrition at a Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6570.

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Considerable research has been conducted regarding the usefulness of placement testing in community colleges. Many stuides show that using the COMPASS exam may lead to students' unsuccessful course completion. To better identify the factors that may result in reduced attrition, the relationship between attrition and placement testing was studied. Using Tinto's student retention model and employing qualitative methodology, this study explored the perceptions of students and faculty regarding whether COMPASS placement assessment predicted future student success in first year courses at a community college that reports higher rates of attrition when compared to other area community colleges. After completing interviews with the 10 students, 6 faculty, and 2 administrators, the data indicated that using the COMPASS placement scores did not contribute greatly to attrition. Rather, the findings from the data analysis revealed that work ethic, family obligations, and test stress factored greatly in first-year student attrition. As a possible solution, 3 retention programs identified at comparable institutions address the findings of this study: An Alternative Learning Program, a Summer Bridge Program, and use of peer mentoring. In other sites, use of these retention programs have resulted in a 15% reduction in first-year student attrition. Reducing first year student attrition provides implications for social change. By adopting these retention initiatives, the community college in this study may improve overall first-year student retention, increased funding for the college, and better serve the local community.
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Woodall, Dewey Richard Hiebert L. Dean. "Student attrition at four-year colleges a human capital model /." Normal, Ill. : Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416860.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed Mar. 14, 2006. Dissertation Committee: L. Dean Hiebert (chair), John F. Chizmar, Alan E. Dillingham, Ronald S. Halinski, David D. Ramsey. Includes bibliographical references (leaves 77-82) and abstract. Also available in print.
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O'Brien, Katherine F. "Success of Developmental Readers:An Examination of Factors Affecting Attrition and Institutional Practices Which Support Retention." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1384121038.

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Rogstad, Leanne. "Attrition in an associate degree program| The lived experience of the nursing student." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637177.

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Using Wylie's (2004) Model of Non-Traditional Student Attrition as the theoretical framework, results of the analysis revealed student- and nursing-program-related factors that facilitate or hinder successful completion of the program. Barriers of completion included (a) amount and difficulty of course requirements, (b) difficult test rubrics, (c) ineffective instructors, (d) full-time teaching, (e) difficulty in balancing work, family, and school responsibilities, (f) language barriers, and (g) separation of work and school environment. Results of the study further showed that resolution of students' personal obstacles hindering program completion included (a) time and financial management, (b) establishing good relationships with instructors, and (c) use of student support services. While there is a plethora of extensive studies that have developed theories to explain students' early departure from nursing programs, there are only limited studies conducted with respect to nurse programs' retention or attrition in terms of the factors that lead to success in nursing programs. This current study investigated the lived experiences of students currently enrolled in an Associate Degree in Nursing (ADN) program as well as those who have dropped out of the program at a Midwest community college. Data were collected from 13 participants who participated in the semi-structured interview and were analyzed through a modified Moustakas (1994) van Kaam method. Results can be utilized by educational institutions to create ways to eliminate these barriers. Colleges might be more willing to provide additional student support during enrollment if the external factors that help students achieve success could be identified.

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Books on the topic "Attrition in higher education"

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Power, C. Student withdrawal and attrition from higher education. [Adelaide]: National Institute of Labour Studies, Inc., 1986.

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California. Legislature. Assembly. Office of Research. and Conference on Postsecondary Attrition and Retention (1986 : San Francisco, Calif.), eds. Conference report on minority attrition and retention in higher education: Strategies for change. Sacramento, CA: The Office, 1987.

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Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press, 1987.

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III, Gross John R., ed. Dissatisfaction and attrition among female faculty in American universities: An analysis of the national study of postsecondary faculty. Lewiston: The Edwin Mellen Press, 2013.

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Horn, Laura. Enrollment, completion, attrition, and vocational course-taking patterns in postsecondary education: A comparison of 1972 and 1980 high school graduates entering two-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1989.

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Horn, Laura. Enrollment, completion, attrition, and vocational course-taking patterns in postsecondary education: A comparison of 1972 and 1980 high school graduates entering two-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1989.

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Horn, Laura. Enrollment, completion, attrition, and vocational course-taking patterns in postsecondary education: A comparison of 1972 and 1980 high school graduates entering two-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1989.

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Sheffield, Charles. Higher education. [s.l: s.n.], 1996.

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Democrats, Liberal. Higher education. London: Liberal Democrats, 1995.

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Abiyad, Malake. Higher education. Paris: Unesco, 1988.

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Book chapters on the topic "Attrition in higher education"

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Thelin, John R. "Admissions and Attrition." In American Higher Education, 44–63. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-3.

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Orkodashvili, Mariam. "Mapping Immigrant Student Attrition from Higher Education Through a Deictic Conceptual Model." In The Immigration & Education Nexus, 95–109. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-820-9_6.

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Ahmad Tarmizi, Syaidatus Syahira, Sofianita Mutalib, Nurzeatul Hamimah Abdul Hamid, Shuzlina Abdul-Rahman, and Ariff Md Ab Malik. "A Case Study on Student Attrition Prediction in Higher Education Using Data Mining Techniques." In Communications in Computer and Information Science, 181–92. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0399-3_15.

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Sinha, Yogesh, Thomas Roche, and Manisha Sinha. "Understanding Higher Education Attrition in English-Medium Programs in the Arab Gulf States: Identifying Push, Pull and Fallout Factors at an Omani University." In English Education in Oman, 195–229. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_12.

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Gail Augustine, M. "Decoding the Epistemological Framework of Social Work Research: Attrition of Under-represented Minority and Marginalised Students in Higher Education in the United States." In The Palgrave Handbook of Global Social Work Education, 753–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_47.

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De Bot, Kees. "Language Attrition." In Encyclopedia of Language and Education, 51–59. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4419-3_6.

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Catalano, Amy J. "Student Achievement, Retention, and Attrition." In Measurements in Distance Education, 153–60. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315229447-6.

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Jowett, Paul, and Margaret Rothwell. "Higher Education." In Performance Indicators in the Public Sector, 49–82. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_5.

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Mause, Karsten. "Higher Education." In Encyclopedia of Law and Economics, 1081–84. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_228.

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Mause, Karsten. "Higher Education." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4614-7883-6_228-1.

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Conference papers on the topic "Attrition in higher education"

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Wesseling, Nathalie. "ATTRITION IN HIGHER EDUCATION: A NEW STRUCTURAL MODEL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0252.

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Cho, Richard K., and Dongmin Kim. "The Factors Affecting University Retention/ Attrition By Big Data Analytics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9241.

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Using the enrolment data at the Faculty of Business (FOB) in one Canadian University, we perform the big data analysis to examine the cause of attrition: a) the existence of potential risk group and b) the potential courses, which can be the predictors of student attrition in the first few years in the university. The logistic regression was used to find the potential predictors for students’ retention, and the cluster analysis also suggests the existence of inherently high-risk groups in students. By providing support for the high-risk group to successfully complete courses, the retention rate could be improved.
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Gerodetti, Natalia, and Darren Nixon. "“University Challenges”: Addressing Transition and Retention through Games-Based Learning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5239.

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In the changing UK Higher Education landscape, addressing student retention and attrition rates is of increasing importance. In this paper, after first reviewing literature on the factors influencing student retention and attrition, we explore how the transition to university life for first-year students might be addressed through a games-based learning approach. We explore the benefits of facilitating ‘students as (games) producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting ‘University Challenges’, a new-traditional board game produced through a collaborative staff-student project between sociology students and lecturers at Leeds Beckett University. Drawing on data from student evaluations from three different academic courses, we reflect on how playing ‘University Challenges’ can help first-year students develop the kinds of skills and knowledge basis that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Gerodetti, Natalia, and Darren Nixon. "Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9435.

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Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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"Attrition in Higher Education: From a Problem to a Wicked Problem or a Pure Case of Economics?" In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117004.

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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.

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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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Orong, Markdy Y., Roseclaremath A. Caroro, Geraldine D. Durias, Joey A. Cabrera, Herwina Lonzon, and Gretel T. Ricalde. "A Predictive Analytics Approach in Determining the Predictors of Student Attrition in the Higher Education Institutions in the Philippines." In ICSIM '20: The 3rd International Conference on Software Engineering and Information Management. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3378936.3378956.

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Oyebode, Musibau Olabamiji. "Inclusive Tertiary Education: An Assessment of National Open University Community Study Centres’ Service Delivery." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8841.

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Conventional universities in Nigeria can no longer absorb the growing population of secondary school leavers desiring university education. National Open University of Nigeria came to the rescue in the early 21st century, yet the issue of access remains largely unresolved. With the recent opening of more community study centres across the nation, it is pertinent to gauge access with quality. Thus, this study assessed the provision of access to students, quality of tuition, facilities, graduation and attrition rates, and prospect of such centres. The objectives of the study were achieved using survey method involving qualitative and quantitative approaches for data gathering and analysis. Instruments of data collection include interviews, a set of questionnaire and academic records. Descriptive and inferential statistics were used through engagement of SPSS. Using Charles Wedemeyer’s theory of independent study, findings revealed that certain barriers in gaining access to tertiary education are overcome. Online facilitation, video lectures and quality course materials are used to fill the gap of face-face facilitation. Attrition rate is high due to limited access to e-library and internet connectivity. The 108 study centres are viable and have the capacity for sustenance. Government and communities need to continue collaboration to enhance quality service delivery.
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Einolander, Jarno, and Hannu Vanharanta. "Degree of Commitment Among Students at a Technological University – Testing a New Research Instrument." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100379.

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Just as commitment in organizations is very important for long-term success, commitment to one’s educational institute is important, too. Higher education provides the foundation for the social, economic and political growth of a country. Therefore, improving student retention by successfully delivering quality education, leading to student graduation and integration in the workforce, is crucial. It has been argued that students stay in their higher education institutes for similar reasons to those that make employees committed and engaged in organizations.In our previous studies we have created a literature-based generic model of organizational commitment and engagement that could be used in conjunction with an Internet-based application to evaluate their various components and primary correlate constructs. In this study we took this evaluation model to the context of a higher educational institute to try to evaluate students’ commitment to their university.As a result, we identified several development needs in order to evaluate students’ commitment with our application. Because the statements in our original instrument were aimed for use in the organizational domain, some of them were not suited to studies on commitment in an educational institute. Looking at the results of our study, we decided that the overall construct of our model and the wording of applicable statements should be modified in order to create an appropriate instrument for use in an academic institution. This was done based on Bean’s Student Attrition Model. However, collective analysis of the test results clearly identified that even with the preliminary model it is possible to find where students see the needs for greatest development and how they view their current state of engagement.
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Reports on the topic "Attrition in higher education"

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Daugherty, Terrence. Involvement, social class and attrition in higher education : the case of the stop out. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3181.

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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.
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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Fort Belvoir, VA: Defense Technical Information Center, June 2007. http://dx.doi.org/10.21236/ada473288.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, February 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9501.

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035800.

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De Vlieger, Pieter, Brian Jacob, and Kevin Stange. Measuring Instructor Effectiveness in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22998.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 1. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315563.

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