Dissertations / Theses: '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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Ruarte, Daniel E. "Rethinking Hispanic Attrition Rates at U.S. Post-Secondary Institutions| An Evaluation Study Conducted at Latino Private College." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930062.

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This research focused on addressing high attrition rate of Latino students at U.S. post-secondary institutions. National data reports that Hispanics hold the lowest degree completion rate (16%) of post-secondary degrees (NCES, 2015). The study was guided by Clark and Estes (2008) analytic framework, which required the validation of knowledge, motivation, and organizational influences that could potentially be barriers to reach organizational goals. A qualitative case study approach with an emphasis on evaluation was done at a small private college that transitioned from being a predominantly White institution to become a certified Hispanic Serving Institution with more than 25% Latino enrollment in 2014 and almost 50% in 2017. The implications of the case study to the educational community are immense, first, institutions need to treat each individual with much value and respect, each student that is enrolled and paying tuition deserves the highest quality in educational practice. Thus, higher education institutions must assess performance and provide the highest level of training and professional development in areas that need improvement. Second, even with the many different responsibilities and distractions administrators and institutions have on a daily basis, in order to increase student retention (or to improve in any other area), institutions must cultivate a healthy sense of urgency and eagerness to participate in the change process. Moreover, a strategic model of Hispanic retention emerged from the research and it is presented in the discussion section of Chapter Five.

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Wylie, John R., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "The Influence of self-concept on non-traditional student persistence in higher education." THESIS_CAESS_EEC_Wylie_J.xml, 2004. http://handle.uws.edu.au:8081/1959.7/496.

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Despite numerous interventions, Australian Technical and Further Education (TAFE) students continue to display extremely high rates of attrition. Typically these students are mature-aged and work full-time while studying part-time. The mature-age part-time student is considered by attrition researchers to be at the extreme end of high-risk for non-persistence in courses, having intrinsic characteristics (e.g. a long period of absence from the educational environment) and an exposure to external influences (e.g. family and work commitments) that generally make them vulnerable to dropout. Whilst there have been recent advances in self-concept theory and research, studies examining the role of self-concept in relation to attrition remain rare. The primary purpose of this research was to capitalize on recent advances in self-concept theory and research to identify the relation of the self-concept construct to attrition in the TAFE setting and the nature of self-concept for working adults. The findings provide support for : the salience of the self-concept measurement instrument used in this investigation and the research and theory on which it is based; the effectiveness of the interventions used in the present investigation to enhance persistence; and the important role of self-concept in relation to attrition
Doctor of Philosophy (PhD)

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Siebert, E. Ted. "An Exploration of Male College Student Departure in the Southcentral United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5780.

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Male college students' attrition has been a concern for higher education for 3 decades. This study focused on why young male college students leave postsecondary education before graduating. The purpose of this study was to explore the experiences former male college students that led to their decision to leave a community college in the Southcentral United States. Research questions in this generic qualitative study were: How do men describe their experiences leading to the decision to discontinue their community college education and what supports do men perceive colleges could offer to support their decision to continue postsecondary education. Astin's theory of student involvement, Bean's industrial model of student learning, and Tinto's theory of integration served as the conceptual framework for the study. Open coding of interviews with 8 college-age men revealed 5 themes: a sense of not belonging, financial concerns, challenging timeframes in college life, personal demands and challenges, and desired campus supports. Findings and recommendations may result in positive social change by informing educators and school leaders about reasons men leave college, thereby potentially leading to targeted retention efforts. Positive social change may result from offering more support to male students, particularly focused on time management for those with off-campus jobs, creating more means to instill a sense of belonging, offering early and substantive academic advising and additional financial aid advice and resources, supporting faculty to design more engaging teaching methods, and offering exit interviews.

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Piquette-Wiedenhoeft, Renee M. "A Qualitative Study of Panhellenic Sorority Membership Attrition." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1210616795.

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Harris, Alan Michael. "A study of student attrition at a small, rural community college: A test of the Bean and Metzner Model." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618334.

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The purpose of this study was to test the Bean and Metzner Model of Nontraditional Student Attrition (1985) in a small, rural community college environment. The influence of selected sets of background, environmental, and academic variables from the model were tested, in addition to, the individual variables contained within each set. The differences between the persister and nonpersister groups were examined by variables.;Data was collected via the Student Entry Questionnaire and the Student Questionnaire. Everyone who came in for placement testing at Paul D. Camp Community College during the fall of 1991 (n = 148) completed the Student Entry Questionnaire. Based upon a discriminant analysis using all eighteen variables, the model did predict with 92% accuracy. Multiple regression was used to investigate the first four subsidiary questions.;The three statistically significant predictor variables of student attrition were commitment to attend Paul D. Camp Community College (PDCCC), opportunity to transfer, and student's educational goals. In the stepwise regression procedure, commitment to attend PDCCC accounted for over 31% of the variance (R{dollar}\sp2{dollar} =.3140). Opportunity to transfer was the next best predictor variable that added over 2% more to the prediction accuracy (R{dollar}\sp2{dollar} =.0273). The third strongest predictor was student's educational goals which added just over 3% to the prediction (R{dollar}\sp2{dollar} =.0307).;The background and defining variable set provided the most powerful prediction value followed by the environmental variable set. None of the academic variables were found to be significant. There was not a significant interactional effect between the academic and environmental variable sets for predicting attrition.;This study reported the differences between the persister and nonpersister groups according to the eighteen variables examined found from using T-tests. This study presented suggestions and strategies for reducing the negative impact of these factors.;Further study is needed to ascertain the difference between student perception in response to the variables and actual behavior. Follow-up studies of a longitudinal design would increase the efficiency of the model.

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Castaños, Joseline. "Understanding Attrition Among English as a Foreign Language Teachers in Online Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2143.

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Attrition among students in online courses worldwide is well-documented at the undergraduate, graduate, and post-graduate levels. However, little is yet known about the reason for attrition among in-service teachers in online training. Online education aims to provide access to education for the masses, but with higher attrition rates, it may be viewed as less effective than traditional education. This study explored factors that influenced attrition and persistence among teachers of English as a Foreign Language (EFL) in an online teacher training environment. Tinto's Community of Inquiry framework and Short, Williams, and Christie's Social Presence Model provided the conceptual framework for this qualitative case study to address the research question. Six participants in Latin America from 4 online courses, selected through criterion and convenience sampling, participated in the study. Data sources included online questionnaires, personal narratives, and a focus group interview. Each data set was analyzed using open coding to identify emerging themes, selective coding for purposes of analysis, and finally axial coding to confirm overarching themes. Findings indicate that social, teacher, and cognitive presence are key to engagement in online learning and persistence, while lack of such presences can demotivate and lead to attrition. Thus, it is important to design online training that fosters all 3 types of presence. Results also included recommendations for designing more engaging online teacher training curricula. This study contributes to positive social change by providing online course designers with a deeper understanding of factors which influence attrition and persistence.

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Dollar, Susan. "The class of 1990: a longitudinal study of a freshman cohort at Texas A&M University-Kingsville." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2322.

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Extensive research has been conducted on college student retention and graduation and many studies have found certain characteristics to be predictive of successful completion of college. However, few studies have focused on a target population which is primarily Hispanic. This study examined the 1990 entering freshmen class of students at Texas A&M University-Kingsville (TAMUK), of which more than 68% were Hispanic. An attempt was made to examine characteristics that would predict success, defined as graduation from TAMUK. Data derived from institutional records and the Texas Higher Education Coordinating Board were examined using descriptive statistics and stepwise multiple logistic regression. Pre-college characteristics studied included age, gender, ethnicity, marital status, high school GPA (Grade Point Average), high school class rank, high school of origin, county of origin, and American College Test (ACT) and the Scholastic Assessment Test (SAT) scores. In-college characteristics studied included residency status, admission status, enrollment status, number of hours enrolled fall 1990, college major, the Texas Academic Skills Program (TASP) scores, developmental courses, semester GPA??s, academic standing, and finally, attrition, transfer or graduation status. The fall 1990 entering students were evenly divided between males (53.4%) and females (46.6%), were young (79% were age 19 or less), single (91.4%), and Hispanic (68.2%). Almost half (46%) of the students came from high schools within 50 miles of Kingsville. The mean college entrance exam scores (ACT=16.76 and SAT=766) were well below the national means of 21 and 999, respectively. Of the 1106 entering freshmen, 307 (27.7%) graduated from TAMUK within the 10 years under study. An additional 490 (44.3%) transferred to other state institutions, and 309 (27.9%) dropped out of TAMUK and did not enroll in any other state college or university. The fall-tospring attrition rate was only 16.5%; however, the fall-to-fall attrition rate was 50.0% at the end of the first year. Stepwise multiple logistic regression (backward) analysis revealed that only high school GPA and the ACT composite score were statistically significant predictors of graduation.

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McPherson, Gary Rynell. "Factors Affecting Student Retention At a Midsized Private University." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353.

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Roth, Sadie E. "A Model to Predict Ohio University Student Attrition from Admissions and Involvement Data." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1213109228.

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Mthimunye, Katlego Dumisani Trevor. "An intervention towards the improvement of academic performance, success and retention among bachelor of nursing students at a higher education institution in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6915.

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Philosophiae Doctor - PhD
Academic success, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However, Higher Education institutions worldwide are faced with a challenge on how to improve the academic performance, success and ultimately the retention of students during their studies. Aim: The aim of this study was to develop an intervention towards the improvement of academic performance, success and retention among undergraduate nursing students at a university in the Western Cape, South Africa. Methods: A multi-method research approach was employed to meet the study aim and objectives. The study was conducted in three phases that were guided by the adapted phases of the Design and Development (D&D) model by Rothman and Thomas (2013). Phase one (Study 1– 4) was the problem analysis and information gathering phase. Phase two was the design and early development during which designing observational elements and specifying procedural elements were applied. Phase three (Study 5) was the validation phase. Results: This thesis comprised of five interdependent studies. Study 1: A systematic review of literature was conducted encompassing previous literature from 2006 to 2016 regarding the predictors of academic performance and success among undergraduate nursing students. It was found that satisfactory academic performance among nursing students is associated with older age, female gender, English language proficiency, majority ethnic status, pre-admission academic achievements, selecting nursing as first choice for study, participating in organised music programmes, active academic engagement, as well as psychological and emotional factors. Study 2: Undergraduate nursing students’ (n =232) perceptions regarding their educational environment were explored. This study showed that generally the nursing students were positive about their educational environment. However, the findings indicated that enhancements are required to improve the conditions of the educational environment. Study 3: The study explored the challenges experienced by undergraduate nursing students (6 - focus group discussions) regarding their academic performance and success and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by the students’ economic background, place of residence, inadequate theoretical and clinical support and the unfavorable educational environment. However, the findings also indicated that students employ a surface approach to learning, maintain a positive attitude and remain academically engaged in response to these challenges. Study 4: The study explored the challenges experienced by nurse educators (n = 8) regarding the academic performance, success and retention of undergraduate nursing students and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by poor class attendance, lack of academic readiness, socioeconomic backgrounds, English language proficiency, structure of the programme, the educational environment and the working conditions for nurse educators. Study 5: A three round Delphi study was conducted to validate an intervention towards improving the academic performance, success and retention among nursing students. The intervention was structured into eleven categories that emerged from phase 2: (1) Select high quality prospective nursing students; (2) Provide English language support; (3) Promote class attendance; 4) providing financial support to deserving students; (5) Provide university residence to undergraduate nursing students; (6) Encourage family support and involvement; (7) Make the undergraduate nursing programme student-friendly; (8) Ensure a conducive teaching and learning environment; (9) Enhance theoretical and clinical support to undergraduate nursing students at all times; (10) Ensure uniformity and consistency in the process of teaching and learning as well as; (11) Provide support to nurse educators and clinical supervisors. Conclusion: The findings of this study have several implications for the education of nursing students. The developed intervention may help promote better understanding of the academic performance, success and retention of nursing students.

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Caldwell, Mark Andrew. "The Relationship Between Success or Failure in First Semester Nurse Anesthesia Courses and Success or Failure on the Certification Examination and Attrition." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1425658980.

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Robinson, Rosalie Ann. "Pathways in context: Background characteristics and demographics in student progression through higher education." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/4999.

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This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

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Robinson, Rosalie Ann. "Pathways in context: Background characteristics and demographics in student progression through higher education." University of Sydney, 2006. http://hdl.handle.net/2123/4999.

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Doctor of Philosophy(PhD)
This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

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Litten, Verity Emma. "Psychopathic Personality Traits and Empathy in Business and Psychology: An Examination of the Attraction, Selection and Attrition Cycle in Higher Education." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/82106.

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Attracting and selecting students that are well suited to their academic discipline is associated with improved student outcomes. This research is the first to test the utility of the Attraction, Selection and Attrition framework in higher education. Findings indicate that attraction, selection and socialisation processes contribute to increased personality homogenisation within business and psychology academic disciplines. These findings can be used to inform educational recruitment practices which subsequently determine the future of these professions.

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Matthews, Angela. "Writing through the Pain: An Autoethnographic Exploration of Grief, the Doctoral Process, Dissertation Difficulties, and Doctoral Attrition." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492797371969488.

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Miller, Angela. "Timely Doctoral Completion Rates in Five Fields: A Two-Part Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4827.

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Roughly half of all doctoral students who begin a program do not continue through graduation, and many of them face significant financial losses and emotional burdens as a result. Although this completion rate has stayed fairly constant for the past few decades, it has recently gained attention on a national level. In 2011, the National Research Council published the Assessment of Research Doctorate Programs in the United States, and provided a wealth of data on over 5,000 programs in 212 universities. This study used that dataset to examine the relationship between timely doctoral completion rates and 22 Program, Faculty and Student variables in the following five fields: Neuroscience, Chemical Engineering, Physics, Economics and English. The study also observed differences between programs with high completion rates and those with low completion rates in each field. The purpose of the study was to (1) determine which variables are significant in predicting doctoral completion rates, (2) discover if measurable differences exist between high and low completing programs, and (3) reveal the usefulness of collecting objective data in doctoral programs in order to assist doctoral programs as they create strategies to lower attrition rates. The sample in the study inculded over 10,000 students and over 12,000 faculty members from 365 programs in the five fields. The 22 variables in the study were: Availability of a Graduate Orientation, Existence of an Annual Student Review, Number of Academic Support Activities, Average First Year Enrollment Size, Total Number of Enrolled Students, Percentage of First Year Students with Full Financial Support, Percentage of Students that are Teaching Assistants, Percentage that are Research Assistants, Median Time to Degree, Average GRE Score, Percentage of Students that are Married, Percentage of Students with Dependents, Percentage of Students with Mentors, Average Satisfaction Rating, Average Sense of Belonging Rating, Percentage of Students that are Females, Percentage that are Minorities, Percentage of Faculty that are Females, Percentage that are Minorities, Percentage of Faculty with Grants, Total Number of Faculty, and Faculty to Student Ratio. All of the regression lines were significant at the p¡Ü.05 level. Furthermore, for Economics programs in the sample, 80%#37; of the variance in timely completion rates was explained by this specific set of variables, and the same set of variables explained between 40-66%#37; of the variance in timely completion rates for the other four fields in the study. When looking at all the programs in the dataset, the following variables were significantly related to timely completion rates: number of academic support activities, percentage of students with full financial support, 1st year size, annual student review, student satisfaction rating, number of faculty, percentage of students with teaching assistantships, percentage of faculty with grants, and time to degree. Between the high- and low-completion groups, the following variables were significantly different in the All Programs group: Student satisfaction rating, percentage of students with children, percentage of students with full financial support, number of academic support activities, time to degree, and percentage of students with teaching assistantships. Separate findings and implications are presented for each of the five fields (Neuroscience, Chemical Engineering, Physics, Economics and English). Program leaders and other interested parties can now use these results to focus their attention on significant variables as they create strategies for improving completion rates within their respective fields.

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Burkholder, David U. "Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246849820.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 3, 2010). Advisor: Martin Jencius. Keywords: Retention; Counselor Education; Phenomenology; Attrition; Doctoral Students. Includes bibliographical references (p. 168-174).

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Rygg, Matthew J. "The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404298009.

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Hayes, William Fellows. "Retention of 8th Grade Band Students During the Transition to High School." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1082941067.

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Thesis (M.M.E.)--University of Toledo, 2004.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Music degree in Music Education." Bibliography: leaves 34-35.

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Bishop, Jeffrey Scott. "When the rehearsals stop: the reality of music making after high school orchestra." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18965.

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Doctor of Philosophy
Curriculum and Instruction Programs
Frederick Burrack
The purpose of this study was to discover the reasons that led high-achieving high school orchestra musicians to discontinue formal participation in collegiate orchestra class. Using narrative analysis, the researcher examined the intrinsic and extrinsic factors that influenced the student’s decision to not participate in orchestra. The researcher also sought to understand if and how these former high school musicians continued to make music on their own. Three current university students and their high school orchestra teachers were purposefully selected for the study. Data were collected through email queries, surveys, and personal interviews. Upon completion of the interview, the researcher summarized each interview into a narrative and shared it with the participant via email for member checking. Each participant was asked to provide feedback for the narrative and return it to the researcher. The researcher used Riessman’s (2008) adaptation of William Labov’s structural coding to analyze the data. Using Robichaux’s (2003) expansion of Labov’s coding, the researcher was able to establish a structural analysis of the narrative that reinforced the thematic analysis. The researcher coded each participant’s narrative along with that of his or her high school orchestra teacher. Coding was supported by NVivo software. Fact-checking of responses from the initial survey along with answers from the participants’ narrative and that of their high school director’s narrative allowed for a more robust and reliable narrative analysis. Definitive answers were not be sought or expected, but rather the collection of data led to a greater understanding and illustration of why the research participants chose to end their participation in orchestra rehearsals on the collegiate level. The participants offered diverse reasons for why they chose not to continue participating in college on the university level. Their reasons are described within six categories of intrinsic and extrinsic factors: (a) persistence; (b) self-concept of musical ability; (c) motivation for music; (d) parental musicianship and support; (e) director influence; and (f) socioeconomic status. Each participant could not name a single, defining factor that led him or her to discontinue participation in orchestra as each of the identified factors weighed differently for each person.

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Normandin, Denis G. "The effects of study skills assessment and short-term intervention on student attrition and retention at the two-year college level." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897475.

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The aim of this study was to investigate study skills and its relationship to student attrition and retention. The participants for this research were comprised of students recruited from a small technical college located In Central Maine. All participants were first year, full-time students who were beginning their studies at the college. This study was initiated during the Incoming students' orientation program prior to the commencement of classes, and their progress was monitored for up to two academic years.The primary assessment instrument was the Learnlnq And Study Strategies Inventory (Weinstein et al., 1987). The Learning And Study Strategies Inventory (LASSI) aids the student in becoming aware of their strengths and weaknesses in areas that have been causally related to success in higher education. It is a standardized measure of reading comprehension; a measure of self-concept and self-esteem; as well as a supplementary measure examining various aspects of cognition, anxiety and motivation.Initially, the students' learning and study -strategies were assessed utilizing the LASSI. Each student In the experimental group was then Individually provided with detailed feedback of the assessment results during their first semester. When appropriate, a personalized plan for needed support services or remediation was developed and strongly encouraged. The students In the waiting list control group received their assessment results later In the academic year and did not have the individual sessions.It was hypothesized that the study skills assessment, feedback process, and short-term intrusively delivered intervention would result in increases in students' cumulative grade point average, graduation, and retention, while producing a corresponding decrease in attrition.The data generated from this study suggests that the relationship among the previously mentioned factors are essentially unrelated to students' cumulative grade point average as well as graduation, retention, and attrition.Possible confounding variables are discussed. This discussion centers around a few methodological difficulties as well as an analysis of the unique Interaction of the student and Institutional factors which may have effected the study.
Department of Counseling Psychology and Guidance Services

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Martinez, Sarah. "Perceptions of a Suburban School District's High New Music Teacher Attrition Rate." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3230.

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A high attrition rate exists among new music teachers in a public school district in Central Texas. This problem is mirrored by a high attrition rate of music teachers across the United States. The purpose of this qualitative case study was to explore reasons for the attrition of music teachers at the study site, to articulate why some new music teachers have left the profession, and to identify supports that could be influential in retaining new music teachers. The study was grounded in Gardner's theory that administrators have the ability to make policy changes that can influence retention and attrition rates for music teachers. Data were collected through individual interviews with 3 administrators, 3 new music teachers, and a focus group of 3 former music teachers who resigned from their positions at the study site. Data were open coded and thematically analyzed for reoccurring themes. Findings indicated that the high attrition rate of music teachers at the study site may result from unequal treatment of music teachers compared to core content teachers. Another issue noted was the lack of understanding by music teachers and administrators about available supports to new teachers. Recommendations include providing equal opportunities to music teachers to attend subject-specific professional learning communities and professional development activities. This study may contribute to social change through adjustments to the training and mentoring structures for new music teachers in the local district, which may ultimately decrease the turnover of music teachers.

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Zuspan, Rebecca E. "Online RN to BSN Education: Characteristics of Student Success." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149070446994361.

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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.

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Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thus, possessing the lowest college graduation rate. St. Peter Claver Academy (pseudonym) is a Catholic, male high school located in an inner city, low-income community in the western United States. The demographic composition of the school is 65% Latino and 35% African American. Despite the fact that 100% of seniors are accepted into a college or university, the graduates of St. Peter Claver Academy have very poor college graduation rates. This qualitative study investigated the narratives of seven African-American graduates of the school in order to understand their college experiences, looking closely at attrition, retention, resilience, and persistence. Through the lens of critical bicultural theory, the voices of these former students are central to this study in an effort to seek common threads about their experiences, which can provide educators useful insight on how to improve the college graduation rate for this underrepresented student population group.

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Darby, Megan. "Challenges to Student Success in an Introductory Music Theory I Course." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5066.

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A state college in the mid-Atlantic United States requires a music theory course for 4 of its undergraduate music programs. In the 6 years prior to this study, students had difficulty with the course, with many failing or withdrawing. Tinto's theory of student retention served as the foundation of the conceptual framework for this study, the purpose of which was to identify challenges to successfully completing the course. This purpose was reflected in the study's driving research question focused on students' experiences regarding challenges to success. In this instrumental case study, 12 students and 2 instructors participated in individual interviews, and 7 students participated in a focus group. Initial coding was used for the 1st-cycle coding phase. Axial coding was used for the 2nd cycle. Seven themes emerged through an iterative categorization protocol: 3 student-related themes, 3 college-related themes, and 1 theme relating to solutions for overcoming challenges to success in Music Theory I. Although data indicated that students experienced diverse challenges to success, the need for additional help was most evident. Thus, a logical project for this study was a music theory lab designed using best practices for course redesign and adult learning found in the literature and developed to support student learning of the concepts presented in Music Theory I. This study may contribute to positive social change by providing an opportunity for students at the college to receive academic support structured to meet their learning needs and improve their performance in Music Theory I, which may prevent students from withdrawing from or failing the course.

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Buff, Shannon Jonell. "High School Assistant Principals' Perceptions of Factors Influencing Attrition and Retention in a Georgia School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4426.

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Retention of quality high school assistant principals is a problem in a suburban Georgia school district, where 35% of administrators left their schools in a 3-year period. Researchers indicated that high turnover rates in school leadership influence student achievement and school climate. The purpose of this qualitative case study was to explore the perceptions of high school assistant principals concerning factors that influence them to stay in their current roles. Herzberg's 2-factor framework was used to explore the perceptions of 10 high school assistant principals regarding their decisions to remain in their administrative positions. The research questions examined how high school assistant principals in a suburban Georgian school district perceived motivating and hygiene factors that influenced them to remain at the school district or leave their job roles. Open coding was used to identify patterns and themes. Findings from the data collected with semi structured interviews revealed (a) 3 themes related to motivating factors that included relationships with students, teachers and leaders, and (b) 2 themes related to hygiene factors regarding external issues outside assistant principals' control but may influence job retention. The resulting project consisted of a white paper that recommended the school district institute the initiation of an assistant principal leadership academy as well as an assistant principal open forum to minimize the negative influence of the 2 identified hygiene factors on assistant principals' job retention. The project contributes to positive social change by providing insights to potentially stabilize the attrition of high school assistant principals and improve student and academic achievement.

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Cyster, Grant Alexander. "Narratives in postgraduate studies: Stories of six master’s students who have experienced supervision-related challenges at a South African university." University of the Western Cape, 2019. http://hdl.handle.net/11394/6916.

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Magister Artium - MA
Postgraduate research throughput and problems associated with appropriate supervision are a key focus area for many higher education institutions around the world (Lessing & Schulze, 2012; Amehoe, 2014; Botha, 2016). Central to this challenge is the supervisory relationship, which by its very nature, is not one-sided. A productive and rewarding supervisory process requires that both student and supervisor(s) are committed to fulfilling clearly-articulated responsibilities relevant to the research project at hand (Eley & Jennings, 2005). Both student-centric and institutional factors have been found to contribute to low student throughput and to the time taken to complete postgraduate studies (Amehoe, 2014; Luescher-Mamashela, 2015). In South Africa, the higher education landscape is increasingly fraught with varied challenges, including issues of attrition and completion rates as they relate to postgraduate students. Some of the implications of the premature termination of postgraduate research are that various academic fields are deprived of potentially valuable research contributions, and there is a significant cost incurred by the affected students and supervisors (Lovitts, 2001; Lessing & Lessing, 2004), as well as the relevant faculties and institutions, and society at large. Additionally, a number of South African universities are still grappling with inequities resulting from the Apartheid era (Pillay & Karlsson, 2013). It is against this backdrop that this research, through a narrative research lens involving semi-structured interviews, explores and chronicles the stories of six Master’s students who have encountered supervision-related challenges. According to Pearson and Kayrooz (2004), a limited narrative research spotlight has been trained on the issue of postgraduate supervision from the student perspective. The primary objective of this study, therefore, is to facilitate a platform through which the six respondents are able to share the stories of their Master’s supervision experience. On a secondary level, the sharing of these student stories has the potential to enhance the postgraduate research experience, as Lovitts (2001) and Lessing and Lessing (2004) point out.

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Farley, Patricia Ann. "Factors Related to Nursing Student Persistence in an Associate Degree Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3346.

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The retention of nursing students remains a challenge in higher education, and the need for nurses in the United States is projected to increase. The purpose of this study was to investigate nursing student persistence in an associate degree program by examining differences in the presence of key social, environmental, and academic factors across 2 types of students: completers and non-completers of the 1st course in a registered nursing program. The study framework was based on Tinto's Student Integration Model and the Nursing Undergraduate Retention and Success Model, which identify key social, environmental, and academic factors as critical to student success. The Student Perception Appraisal survey, which consists of 27 items arranged into 5 subscales 'personal academic, environmental, institutional interaction, college facilities, and friend support' was administered to students enrolled in the 1st semester of a registered nursing program who were later assigned to a group based on course completion (n = 90 completers; n = 22 non-completers). An independent-samples t test revealed no statistically significant differences between the groups on the instrument subscale scores. Recommendations include further study with larger and more equivalent group sizes. Implications for social change include providing initial research findings and recommendations to the study site that may ultimately increase the number of nursing graduates to meet the ever-increasing demand for healthcare professionals.

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Hill, Shanell. "An Exploration of Factors that Contribute to the High Attrition Rate of African American Nursing Students." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529490889980467.

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Aofrate, Lisa H. "Perceptions of Community College Students and Faculty on Persistence in Developmental Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2516.

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Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from 3 non-traditional, developmental reading students, who were over 24 years of age, and 3 of their instructors. Interview data were transcribed and all data were analyzed using open coding and thematic analysis. The themes discovered from both student and instructor perspectives were that student-centered instruction, experiential learning, and critical reflection were all methods for improving developmental reading student persistence. Implications for positive social change include providing research findings to the local site that might be used to improve student retention in developmental reading courses.

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Massi, Luciana. "Relação aluno-instituição: o caso da licenciatura do Instituto de Química da UNESP/Araraquara." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-125736/.

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Esta pesquisa teve como objetivo de um lado, desvendar a trajetória da instituição e suas disposições institucionais, e, de outro lado, a trajetória escolar, o patrimônio (cultural, econômico e social) e as disposições dos alunos, procurando compreender também as possíveis relações estabelecidas (encontros e desencontros, consonâncias e dissonâncias) entre os estudantes e a instituição. O estudo de caso se baseia em diferentes dados e análises que visam capturar a experiência de formação como um todo: através de entrevistas realizadas com docentes e análise documental reconstruímos a história da instituição procurando desvendar suas disposições institucionais; realizamos análises estatísticas sobre o perfil dos alunos do curso de graduação e a evasão nessa instituição; discutimos as entrevistas realizadas com 27 alunos do curso de licenciatura transformadas em retratos sociológicos, procurando organizar suas trajetórias acadêmicas de acordo com as modalidades de sua integração à instituição. As principais disposições institucionais presentes em diversas fases de desenvolvimento da instituição apontam para a importância da pesquisa, uma união inicial entre os membros do corpo docente, a busca da autonomia e isolamento e os projetos de extensão como forma de marketing institucional. O perfil dos alunos mostra que muitos dos que se matriculam na licenciatura preferiam ter ingressado no bacharelado, porém, ao contrário do esperado, a instituição consegue ter baixos índices de evasão. Os retratos apontam para uma predominância de trajetos que conjugam uma integração social e acadêmica, favorecida por um \"encaixe\" das disposições anteriores atualizadas na universidade. Este quadro resulta em um curso de licenciatura diferenciado, no qual o currículo oculto tem papel fundamental na formação docente e na promoção de uma sociologia da transformação, em que licenciandos, reconhecidamente com perfil sócio-econômico menos privilegiado, concluem o curso com as mesmas perspectivas profissionais que os bacharéis. Em linhas gerais, o IQ promove muitas iniciativas diversificadas de formação dos graduandos, por outro lado a instituição parece não perceber que o diferencial da formação oferecida é o conjunto dessas atividades. Concluímos apontando várias possibilidades de aprimoramento da formação dos licenciandos.
This research aimed to understand the possible relationships established (agreements and disagreements, consonances and dissonances) between students and institution. In order to accomplish that goal we analyze on one hand the trajectory of the institution and its institutional arrangements and, on the other hand, the school history and heritage (cultural, economic and social) and students\' dispositions. The case study is based on different data and analyzes that aim to capture the learning experience as a whole: using interviews with teachers and document analysis we reconstructed the institution history seeking for unveil its institutional arrangements; we performed statistical analyzes on the undergraduate students profiles and the attrition at that institution; we discuss the interviews with 27 undergraduate students transformed into sociological portraits, trying to organize their academic trajectories according to their integration into the institution. The main institutional arrangements present in various stages of institutional development point to the importance of research, the union between the faculty members, the pursuit of autonomy and isolation and the community outreach projects as a form of institutional marketing. The profile shows that many of the students who enroll in the teacher training course rather have joined the bachelor, however, contrary to expectations, the institution have lower dropout rates. The portraits show a predominance of paths that combines social and academic integration, favored by a \'fit\' of the above dispositions updated in college. This framework results in a distinguished course in which the hidden curriculum plays a fundamental role in teacher training and in promoting a sociology of transformation, in which undergraduates with recognized less privileged socio-economic profile conclude the course with the same career prospects of the bachelors. In general, the IC promotes many diversified initiatives to training the undergraduate students, but the institution does not seem to realize that the differential training is offered through the entire group of activities. We conclude presenting several possibilities for improving the training of undergraduates.

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Corley, Alton L. "The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.

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Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.

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Barron, Kyle. "IT’S NOT THE PROGRAMS; IT’S THE PEOPLE: BUILDING HUMAN LEVERS OF RETENTION IN COMMUNITY COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/67.

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Student attrition prior to the completion of a credential is an issue that has increasingly demanded the attention of stakeholders in higher education, particularly in the community college sector, in which less than half of all students complete a credential after six years. The costs of student attrition are high and widespread, ranging from the financial costs for institutions and federal and state governments to the personal and monetary costs paid by those students whose personal and professional goals are not achieved. With the ever-increasing focus on accountability for institutions of higher education and the growing movement toward performance-based funding, institutions are seeking to find ways to support all students on the path to completion of a credential. Building upon Braxton’s theory of powerful institutional levers that serve to promote student completion, Rendon's validation theory, and Schlossberg's theory of marginality versus mattering, this two-part companion dissertation seeks to progress conversation beyond levers of retention as programmatic approaches to increasing student success. Through interviews with community college students serving as peer mentors in a student ambassador program and community college faculty identified by peers and supervisors as high performing in the area of student retention, the researchers seek to identify common characteristics, behaviors, backgrounds, conditions, and values possessed by effective human levers of retention. In doing so, the researchers hope to identify common characteristics among successful human levers of retention in the form of peer mentors and faculty members. This work is in part a collaborative piece that should be read with Kim Russell’s At the Heart of Policies and Programs: Community College Faculty Member and Peer Mentors as Human Levers of Retention.

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Russell, Kimberly. "AT THE HEART OF POLICIES AND PROGRAMS: COMMUNITY COLLEGE FACULTY MEMBERS AND PEER MENTORS AS HUMAN LEVERS OF RETENTION." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/66.

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Student attrition prior to the completion of a credential is an issue that has increasingly demanded the attention of stakeholders in higher education, particularly in the community college sector, in which less than half of all students complete a credential after six years. The costs of student attrition are high and widespread, ranging from the financial costs for institutions and federal and state governments to the personal and monetary costs paid by those students whose personal and professional goals are not achieved. With the ever-increasing focus on accountability for institutions of higher education and the growing movement toward performance-based funding, institutions are seeking to find ways to support all students on the path to completion of a credential. Building upon Braxton’s theory of powerful institutional levers that serve to promote student completion, Rendon's validation theory, and Schossberg's theory of marginality versus mattering, this two-part companion dissertation seeks to progress conversation beyond levers of retention as programmatic approaches to increasing student success. Through interviews with community college students serving as peer mentors in a student ambassador program and community college faculty identified by peers and supervisors as high performing in the area of student retention, the researchers seek to identify common characteristics, behaviors, backgrounds, conditions, and values possessed by effective human levers of retention. In doing so, the researchers hope to identify common characteristics among successful human levers of retention in the form of peer mentors and faculty members. This dissertation was created in collaboration with Kyle Barron, whose dissertation “It’s Not the Programs; It’s the People: Building Human Levers of Retention in Community Colleges” serves as a companion to this dissertation.

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Watson, Naomi Anna. ""Here to stay ... so ... deal with it" : experiences and perceptions of Black British African Caribbean people about nursing careers." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10523.

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There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.

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46

Constantine, Megan Eileen Clay. "The High School Musical Experiences of College Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.

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47

Crawford, Dana Elaine. "Black Students’ Risk for Dropout at a Predominantly White Institution: The Role of Adjustment & Minority Status Stress." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250535973.

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48

Williams, Derrick L. "The Relationship Between Student Achievement and Other Selected Variables and Teacher Engagement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/70.

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It was the goal of this study to determine the relationship between student achievement and other selected variable such as principal years of experience, student socioeconomic status, teachers’ perceptions of administrative support, students’ perceptions of teacher support, and teacher attendance to teacher engagement. The study also determined if the variables along with teacher engagement were predictors of attrition. Pearson correlations were used to analyze the data that had the greatest significant relationship to teacher engagement. Regression tests were used to determine if the variables were predictors of attrition. The researcher concluded that student achievement, teachers’ perceptions of principal support, and students’ perceptions of teachers had the most significant relationship to teacher engagement; student socioeconomic status had a negative relationship with teacher engagement. The researcher found that the selected variables were not significant predictors of teacher attrition. Recommendations were suggested for central office leaders, building level leaders, teachers, and future researchers.

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Johnson, Amanda H. "A Comparison of the Impact of a Freshman Experience Program Provided for College-Bound High School Students versus a Freshman Experience Program Completed as College Freshmen." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1918.

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With over two thirds of high school graduates going on to pursue postsecondary options after high school and over one fourth at 4-year institutions and nearly half at 2-year schools never reaching their sophomore year, it is evident that the transition from high school to college is a broken one for many students. There has been a nationwide call to redefine the senior year of high school and rethink the transition from secondary to postsecondary education. Aligned with this plea, Walters State Community College began an initiative, the Freshman Experience program, to ease some of the strains associated with the transition process and, in 1993, began offering this course to high school seniors. The program was expanded and offered to seniors at 23 high schools in a rural 10-county service delivery area in East Tennessee. The purpose of this study was to determine whether students who completed a freshman experience course while still in high school engaged in more actions that positively impact retention than did those who had not had such a course prior to college enrollment. The study included 1,391 students, 550 who completed the course at the high school level and 841 who completed the course during their 1st semester of college enrollment. Chi-square analysis of the data was conducted to investigate 6 variables. The major findings were that high school freshman experience completers (a) made application for college earlier, (b) earned significantly more advanced studies credits, (c) had significantly fewer absences during their 1st semester of college, (d) had significantly fewer course withdrawals, (e) had significantly fewer course failures, and (f) had significantly higher cumulative GPAs at the end of the 1st semester than did the postsecondary program completers. Based on the findings of this study, the implementation of a freshman experience course or similar program serves to positively impact the transition of high school seniors to the postsecondary environment. These results confirm the need for high schools and postsecondary institutions to work together to provide students with a seamless transition in an effort to increase student retention and program completion.

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Storrings, Deborah A. "Attrition in distance education a meta-analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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

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